Gilnow Primary School

Gilnow Primary School

Address: Gilnow Gardens, Bolton, Greater Manchester, BL1 4LG Unique reference number (URN): 105198

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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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Achievement Expected standard

Typically, pupils progress through the curriculum well. They can remember what they have learned. For example, in history they use subject-specific vocabulary to recall facts about the Anglo-Saxons. Pupils are well prepared for the next stage of their education. This is reflected in the end of Year 6 national tests and assessments. Generally, by the end of Year 6, pupils’ attainment in reading and mathematics in national tests has improved over time. It is close to average. However, this is not the case in writing. Some pupils in key stage 2 have gaps in their writing knowledge. This limits them from writing fluently across the curriculum.

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Achievement Expected standard

Disadvantaged pupils, pupils with special educational needs and/or disabilities and those who speak English as an additional language achieve well. They read well and communicate effectively.

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Achievement Expected standard

Pupils apply their knowledge of number in mathematics effectively. As a result, pupils attain consistently above the national average in the Year 4 multiplication check.

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Attendance and behaviour Expected standard

Pupils attend school regularly. This is because leaders use effective systems to address pupils’ absence from school. As a result, the attendance of pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils is above average compared to similar groups of pupils nationally. Highly effective pastoral support helps those pupils who are persistently absent from school to improve their attendance. Links are made with families who might need extra help to improve their child’s attendance. Leaders use multi- agency support to provide assistance when necessary to make sure that pupils are in school.

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Attendance and behaviour Expected standard

Pupils behave well. They play well together at social times. Leaders have high expectations for how pupils should behave. Bullying is not tolerated and any poor behaviour, including online, is dealt with swiftly. Typically, pupils want to learn. Classrooms are calm places where pupils show respect for all. Pupils have time to think and reflect on any poor choices they make. They display positive attitudes to learning. Staff provide effective help for any pupils with SEND to behave well.

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Curriculum and teaching Expected standard

Leaders have designed and implemented an ambitious curriculum. This is vocabulary-rich and builds pupils’ knowledge over time. Leaders provide teachers with detailed guidance and professional learning to help them deliver the curriculum well.

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Curriculum and teaching Expected standard

Leaders prioritise reading. They ensure that pupils learn to read using phonics as soon as they start in the Reception Year. Pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language are provided with additional help to read, spell and use numbers. However, on occasion, some of the activities that teachers design are not adapted well enough to meet the needs of pupils with SEND. This can make it difficult for some of these pupils to access their learning.

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Curriculum and teaching Expected standard

Teachers improve pupils’ speaking and listening skills. This means that, over time, pupils become confident communicators. Typically, teachers successfully break down complex concepts in writing. For example, staff teach pupils to solve problems confidently in mathematics and how to form letters correctly from an early stage. However, in key stage 2, teachers do not consistently choose the most appropriate learning activities to help pupils to learn all that they should, especially in writing.

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Curriculum and teaching Expected standard

Leaders check how well the curriculum is delivered and provide timely support when they identify areas for improvement.

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Early years Expected standard

Leaders have established an exciting, vocabulary-rich curriculum to secure children’s language skills swiftly. Children learn to recognise words and start to read using phonics. They listen to well-chosen stories that develop their imagination. Children complete well- thought-out activities linked to books. This develops their understanding, for example they know that caterpillars turn into butterflies because they eat leaves and that eating fruit helps them to grow and change. Children learn to take turns and develop their knowledge of number as they play games with staff. Children are taught to form letters correctly. They develop and sustain their concentration as they play together, such as in the mud kitchen. They are happy and make friends.

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Early years Expected standard

Leaders identify those children who need extra help. This includes children at the early stages of learning English and those with special educational needs and/or disabilities. This is because leaders know how well children are doing academically, socially and emotionally across each area of learning. Children receive the help they need to learn well. In addition, staff work closely with parents and carers to reduce any barriers to children’s learning.

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Early years Expected standard

High- quality interactions with staff further every child’s thinking. Children are safe because of the well-established care practices that are in place. Typically, children achieve well from their starting points and are ready for Year 1.

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Inclusion Expected standard

Effective pastoral support ensures that the voice of every family is heard when a pupil starts school. This helps leaders to put in place the right support at the right time for pupils who face challenge in their lives. Leaders carefully track the support that staff provide to pupils to make sure that it is making a difference.

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Inclusion Expected standard

Leaders ensure that staff receive valuable professional learning to help them to meet pupils' needs. Typically, staff know how to support these pupils well to overcome their barriers. For example, pupils with special educational needs and/or disabilities (SEND), and those who speak English as an additional language, swiftly receive the extra help that they need to learn to read. Leaders work well with other professionals to support pupils with SEND and others who may have difficulties accessing learning. For example, speech therapists design activities for staff to use with pupils. This improves pupils’ communication skills.

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Inclusion Expected standard

Leaders use additional funding well to help disadvantaged pupils access learning and be fully included in school life.

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Leadership and governance Expected standard

Leaders accurately identify what the school does well. They know what needs to be done to further strengthen the school's work. For example, they have taken positive action to improve pupils' attainment in reading and mathematics by the end of Year 6. Leaders know their community and the pupils well. They use a range of support strategies to help pupils with special educational needs and/or disabilities and others who face challenge in their lives to succeed.

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Leadership and governance Expected standard

Leaders ensure that staff receive a range of training opportunities to develop their professional knowledge and practice. Typically, leaders make timely checks on how well the curriculum is taught. However, occasionally, these checks do not identify whether staff are choosing the best learning activities to help pupils learn as well as they should.

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Leadership and governance Expected standard

Leaders safeguard the wellbeing and workload of staff. They also develop positive relationships with parents and carers. Leaders work with a range of professionals, who provide effective support for pupils and offer specific training to staff to support their development.

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Leadership and governance Expected standard

The membership and expertise of the governing body have been strengthened considerably since the last inspection. Governors offer support and challenge to aid leaders' work to further improve the school. Governors fulfil their statutory duties, including the use of pupil premium funding,

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Personal development and wellbeing Expected standard

Leaders have implemented a suitable programme to support pupils’ personal development and wellbeing. Carefully mapped activities across the curriculum provide rich and varied experiences for pupils. Leaders ensure that all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, benefit from these opportunities. Pupils visit museums, galleries and places of worship and experience travel beyond their local community. This brings the curriculum to life. Year 6 pupils visit London to secure their understanding of both democracy and monarchy. They visit the Houses of Parliament and see Buckingham Palace. Actors visit the school to showcase the impact of the suffragette movement and how women received the vote. As a result, pupils secure a wealth of knowledge about the world in which they live.

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Personal development and wellbeing Expected standard

Pupils show a deep respect for and knowledge of other faiths. They appreciate what it means to live in a diverse country. Pupils learn about fundamental British values. They talk openly about the need for tolerance and equality. Pupils develop a sense of responsibility. Older pupils act as leaders across the school. They help younger pupils receive the right food at lunchtime and pick up litter and recycle plastic waste to improve the environment. Leaders promote pupils’ wellbeing successfully. They access a physical and virtual ‘worry box’ when they need help or advice. Support from well-trained staff helps pupils to deal with their emotions when they are anxious. Pupils learn about puberty and healthy relationships. They are taught how to keep themselves safe and know the actions to take if someone they do not know contacts them online. Leaders invite agencies, such as the police, into school to speak to pupils to raise awareness about the dangers of gangs and knife crime across

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Personal development and wellbeing Expected standard

Leaders provide a range of enrichment activities for pupils. These include dodgeball, gardening and cricket.

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

Pupils enter this calm, nurturing school ready to learn. They behave well. Pupils follow the well-established routines that are in place. They are polite and show respect for others. Generally, pupils attend school every day. Pupils who struggle to attend school regularly receive the support that they need to reduce their absence rates from well-trained staff.

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

Children in the early years flourish. They thrive in a language-rich environment. Children learn new words, start to read and use numbers well. They are ready for the learning which awaits in Year 1.

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

Pupils enjoy learning. They typically progress well through the curriculum and achieve well. By the end of Year 6, pupils attain well in the national reading, writing and mathematics tests and assessments. They are well prepared for secondary school. Pupils who have barriers to learning receive the support that they need to be successful. For example, many pupils learn to speak English as an additional language. They listen to stories and learn to read confidently using phonics.

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

Pupils who are new to school are helped to catch up in their curriculum knowledge because of the support that they receive. This reduces the barriers to learning that these pupils face. Pupils with special educational needs and/or disabilities are well supported because of the targeted help they receive in group work. They have a trusted adult to speak to if they need help. Bullying is rare, but when it happens it is dealt with swiftly by leaders.

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

Pupils are safe and know how to keep themselves safe online. They play well together and enjoy the activities provided for them at social times. Pupils make friends and look after each other. Older pupils act as sports leaders and work with trained sports coaches to offer activities at lunchtime. Pupils access a wide range of trips that bring their learning to life. They take part in inter-school sports competitions and generally attend after-school enrichment clubs. Pupils are overwhelmingly positive about school life.

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Next steps

Leaders should ensure that teachers consistently implement well-thought-out activities across the curriculum in key stage 2 to promote and improve pupils’ fluency in writing.

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Team inspectors:

Steven Rooney, Ofsted Inspector Cath Cooke, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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Total pupils

Leaders should refine the processes in place to evaluate the impact of their actions to improve teaching. They should use this information to continue to drive improvements. Leaders should ensure that teachers consistently provide well-thought-out activities to pupils with SEND in the classroom to meet their needs and help them learn well.

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About this inspection

The chair of the board of governors in this school is Richard Moody.

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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 senior leaders and staff. They also met with members of the governing board, including the chair of governors. They spoke to a representative of the local authority.

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About this inspection

The inspectors confirmed the following about the school:

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About this inspection

The school currently uses no alternative provision.

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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 6 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 needs support 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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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) 72% 75% 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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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) 69% 74% 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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average

2024/25 (final) 50% 47% Close to average

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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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national average

2023/24 (final) 70% 62% Close to average

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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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average

2024/25 (final) 50% 59% Close to average

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average

2023/24 (final) 60% 58% Close to average

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average

2022/23 (final) 50% 58% Close to average

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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

2024/25 (final) 70% 61% Close to average

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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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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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national average

2024/25 (3 term) 5.0% 5.2% Close to average

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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

2024/25 (3 term) 16.1% 13.0% Close to average

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national average

2023/24 (3 term) 13.4% 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.

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Urgent improvement

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

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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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