Bury and Whitefield Jewish Primary School

Bury and Whitefield Jewish Primary School

Address: Parr Lane, Unsworth, Bury, Lancashire, BL9 8JT Unique reference number (URN): 105352

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders use their secure knowledge of pupils and their families to put in targeted support when they have concerns about attendance. Leaders recognise and take immediate action to reduce barriers to regular attendance when they appear. However, considerable mobility in and out of the school and small cohorts mean that the success of this work is not fully reflected in published attendance figures. Strategies, such as transport vouchers, have reduced persistent absence rates for those pupils who need the most support. Staff receive additional training to manage some more complex challenges leading to absences. As a result of staff’s thoughtful adjustments and leaders’ relentless approach, attendance for pupils with special educational needs and/or disabilities continues to improve.

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Attendance and behaviour Strong standard

Leaders have created a calm and purposeful environment. Pupils show high levels of respect during lessons and social times. Staff consistently model high expectations and provide ongoing praise for excellent behaviour. From the early years, children manage their emotions with maturity. Older pupils, including those who need adapted support through more tailored approaches, demonstrate self-control and responsibility. Pupils are self- disciplined and resilient learners. They face challenges with positive attitudes. Leaders deal with rare incidents of bullying and use of derogatory language quickly and effectively.

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Early years Strong standard

Leaders have a clear vision for the early years. They are passionate about their children securing the knowledge and skills they need to be successful future learners. The curriculum is engaging and ensures that children in the Nursery and Reception classes successfully build on what they already know and can do. Carefully selected learning opportunities, such as watching caterpillars evolve into butterflies, brings learning to life for the children. They flourish in these real-life experiences.

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Early years Strong standard

Daily routines are well established. Staff provide a secure space for children to explore and develop their confidence and curiosity. Their interactions are highly effective in developing children’s early communication skills. They model ambitious vocabulary and ask questions skilfully to deepen children’s understanding. Children enjoy looking at their class books and are immersed in language-rich experiences. In the Reception Year, staff teach phonics and mathematics with accuracy so that children begin to read, write and use number with enthusiasm and precision. They are very well prepared for the learning challenges of Year 1.

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Early years Strong standard

Leaders ensure successful transitions with a sharp focus on ensuring that those with additional needs continue to succeed. Families are highly complimentary about how they are involved in their child’s start at school and how they are kept informed.

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Inclusion Strong standard

Leaders identify pupils’ needs early and with precision. From the early years, they gain a clear understanding of children’s barriers to learning and/or wellbeing. Staff build positive partnerships with parents, carers and external agencies to identify what help is needed. This

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Expected standard

is especially true for pupils who join the school at different times of the school year. These pupils are made to feel welcome and have adjustments put in place so that they settle into school quickly. Pupils, including those with special educational needs and/or disabilities (SEND), receive close support at the right time to allow them to be fully included in all aspects of school life.

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Expected standard

Staff receive training to develop their expertise in supporting pupils with SEND. They use their skills alongside secure relationships and knowledge of pupils to consistently review what is working well and to make suitable adjustments.

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Expected standard

Through additional funding for disadvantaged pupils, leaders ensure that barriers to learning are reduced. They have a clear understanding of the ways to support disadvantaged pupils to achieve as well as their peers. Leaders and staff regularly review the impact of the additional support that pupils receive and skilfully make changes when needed. This allows pupils to progress well through the curriculum.

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Achievement Expected standard

Pupils, including those who are disadvantaged, talk with high levels of confidence when describing what they know and can do across a range of subjects. They can recall prior learning that reflects their understanding across the curriculum in different year groups. However, teachers do not routinely ensure that pupils’ written work reflects the same level of progress. Sometimes pupils’ books do not demonstrate secure spelling and handwriting skills. At times, this can hinder them from recording their work fluently and accurately.

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Achievement Expected standard

Pupils’ attainment in national tests at the end of Year 6 is broadly in line with the national average. A greater proportion of Year 1 pupils met the expected standard in the phonics screening check last year, and this was above that of their peers nationally. Pupils are well prepared for their next stage in education. This includes pupils with special educational needs and/or disabilities, who are well supported to progress through the curriculum.

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Curriculum and teaching Expected standard

Leaders are clear on what is working well in their curriculum. They continue to make improvements to refine their broad and balanced offer across subjects. Teachers are clear on what should be taught and when this should happen. This is organised well for mixed- age classes. Occasionally, teachers do not select the right activities to allow pupils to secure new learning. This can lead to a few pupils not having sufficient opportunities to use and apply the knowledge and skills that they have been taught in lessons.

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Curriculum and teaching Expected standard

Leaders know the importance of pupils gaining communication, early reading, writing and number skills. They make sure that teachers have secure subject knowledge to do this. Teachers make regular checks on how well pupils develop basic skills that support them in accessing more complex learning at they move through the year groups. For example, pupils learn to read swiftly and confidently from when they start school. This supports them in accessing more challenging texts across the curriculum in the older year groups. Teachers tailor tasks and explanations responsively so that pupils with special educational needs and/or disabilities, including those with education, health and care plans, can successfully engage in learning opportunities.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, have high expectations and know their school well. They consider the school's overall priorities and take the right steps to bring about continual improvement. When something is not working well, they address it effectively. However, sometimes leaders’ understanding of some aspects of the school’s work lacks a sharp focus. For example, leaders do not analyse how well some groups of pupils are achieving in the curriculum as precisely as they could. This means that they are not able to evaluate how the school's offer could develop even further to raise pupils' achievement.

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Leadership and governance Expected standard

Governors bring a range of skills and expertise that enable them to provide leaders with appropriate challenge and support. They fully understand and fulfil their statutory roles. Governors make regular checks on the impact of leaders’ work and promote collaborative work with other schools and organisations. They always act in pupils' best interests, especially those who are disadvantaged, those with special educational needs and/or disabilities and those who face other challenges.

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Leadership and governance Expected standard

Staff feel valued and highly positive about working in the school. They appreciate leaders' care and consideration for their wellbeing and workload. Leaders provide continual training and further development opportunities so that staff have the skills and expertise that they need.

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Leadership and governance Expected standard

Leaders build positive relationships with parents, carers and the wider community. Parents are overwhelmingly positive about the school and are confident that their children are cared for and educated well. One parent’s comment reflects many, stating, ‘BWJPS is a warm, nurturing and inclusive small school with a big heart.’

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Personal development and wellbeing Expected standard

The school’s personal development programme is well thought out, linking important topics in the taught curriculum with carefully selected additional activities across the school year. For example, pupils enhance their learning about equality and diversity through their links with other schools, carefully chosen texts in their class libraries and through world awareness days. They know that discrimination is never acceptable. Pupils learn about different cultures and vote for things that matter to them, such as their favourite book or class treat. All this work enables pupils to build their awareness of fundamental British values.

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Personal development and wellbeing Expected standard

Leaders ensure that staff receive training that enables them to deliver effective learning opportunities. They encourage pupils to think sensitively about fairness, kindness and equality. Opportunities for high-quality discussion promote consideration for others and a chance to reflect on the impact that their actions have. Pupils benefit from a suitable relationships, sex and health education programme. This equips pupils with valuable knowledge to protect them in the future. Staff introduce sensitive subjects with care. They ensure that pupils develop age-appropriate knowledge of healthy relationships and keeping safe, including when using mobile devices. Pupils learn about the working world and regularly reflect on their future career ambitions to help them raise their aspirations.

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Personal development and wellbeing Expected standard

Pastoral support is of a high quality. Well-trained staff routinely check how well pupils and families are doing. Pupils appreciate this nurturing approach. They recognise the importance of good mental health.

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Personal development and wellbeing Expected standard

Leaders are fully committed to broadening pupils’ experiences. They have mapped out experiences that pupils will have during their time in school. Pupils build their social skills, talents and interests through clubs, trips and residential visits. Leaders track participation carefully. They check that disadvantaged pupils and those with special educational needs and/or disabilities have access to the full offer.

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What it's like to be a pupil at this school

A warm and nurturing ethos permeates this school, which is truly inclusive and welcoming for all. Right from the start of the school day, pupils are happy and settle quickly to learning. They are proud to be a part of their school and most attend regularly. Pupils value the relationships with loving adults who know them and their families well. Safety is paramount to the work that the school does. Pupils are aware of age-appropriate risks and how to stay safe, including when using the internet and preparing for lockdown drills. They say bullying does not happen in their school because everyone is kind. Pupils know that they have adults they can talk to if they have any concerns. They trust these adults to resolve any worries with genuine care.

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What it's like to be a pupil at this school

Pupils’ behaviour both in class and around school is very positive. They know how the school’s values support them to become empathetic citizens. The ‘star of the week’ award provides recognition for displaying values such as joy and unity. Pupils demonstrate high levels of dedication to their learning. They understand the importance of trying their best and develop a secure sense of themselves as learners. On the whole, pupils are well prepared for their next stages in education.

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What it's like to be a pupil at this school

Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, have access to a wide range of opportunities that develop them personally, emotionally and socially. They demonstrate a deep sense of citizenship through the leadership roles that they hold. For example, librarians run daily lunch clubs for those pupils who need a quiet space. The mathematics ambassadors promote the importance of learning times tables. Pupils are valued and know that they play an important role in their school and local community. They are well prepared for life in modern Britain.

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Next steps

Leaders should make sure that teachers consistently choose activities that build on pupils' prior learning so that pupils have suitable opportunities to deepen their knowledge across subjects. Leaders should make sure that teachers consistently identify and rectify gaps in pupils' spelling and handwriting so that pupils write more accurately and fluently. Leaders should use more detailed and insightful analysis of performance data to sharpen their identification of school priorities for improvement to secure better outcomes for pupils.

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About this inspection

The co-chairs of the board of governors in this school are Rabbi Anthony Jaffe and Peter Ross.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other school leaders and governors during the inspection. The lead inspector also spoke with a representative from the local authority and the school improvement partner.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Jewish religious character. The school’s most recent section 48 inspection took place in July 2022.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school also, under the same registration, runs a nursery class.

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About this inspection

Headteacher: Melanie Kobak The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 56% 62% Close to average

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average

2023/24 (final) 58% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 78% 75% Close to average

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average

2023/24 (final) 68% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 78% 72% Close to average

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average

2023/24 (final) 74% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 78% 74% Close to average

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average

2023/24 (final) 74% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 16.1% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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