St Ethelbert's Roman Catholic Primary School, a Voluntary Academy

Voluntary Academy

Address: Melbourne Road, Deane, Bolton, Lancashire, BL3 5RL Unique reference number (URN): 150179

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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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Personal development and wellbeing Strong standard

Leaders’ commitment to the personal development and wellbeing of pupils is a golden thread that runs through the fabric of the school, shaping its culture and daily practice. Leaders prioritise this area to ensure that pupils, including those who face any disadvantages, benefit from a wide and rich set of experiences that equip them with the skills and attributes needed to navigate the wider world with confidence.

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Personal development and wellbeing Strong standard

Leaders craft a personal development programme that is tailored to pupils’ interests and aspirations. It thoughtfully reflects the school’s context. Personal, social, health and economic education is highly effective. Its impact is clear in how pupils understand difference, treat others with respect and value the school’s diverse community. Pupils show confident knowledge of fundamental British values and apply these through meaningful experiences. For example, an ‘oracy for advocacy’ project gives pupils the chance to write speeches and debate in Parliament on issues of social justice, human rights and the environment. They also demonstrate secure knowledge and understanding when celebrating the faiths and beliefs of others.

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Personal development and wellbeing Strong standard

A carefully planned relationships, sex and health education programme helps pupils understand topics such as puberty and healthy relationships. They learn about healthy eating and the importance of being active. Pupils know how to manage risks in the online world. Leaders provide precise pastoral support so that pupils are happy, safe and secure. For example, leaders establish systems that anticipate pupils’ mental health and wellbeing needs. These systems include daily emotional ‘blob’ check ‑ ins, access to a specialist mental health team and trained pupil mental health ambassadors.

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Personal development and wellbeing Strong standard

The school has a well-developed offer for all pupils to develop their interests. For example, pupils regularly enjoy attending dance club, taekwondo and ‘STEAM’ club. Pupils participate positively as active citizens beyond the school gates, organising charity events for community projects.

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Achievement Expected standard

Most pupils achieve outcomes close to national averages in mathematics and above national averages in reading by the end of Year 6. This includes disadvantaged pupils, who generally achieve better than their peers nationally in reading and close to national averages in mathematics. However, some pupils have not achieved as well as they could in writing. Leaders have strengthened the teaching of writing in response, and this is improving the quality of pupils’ written work. A significant number of pupils join or leave the school during the year, which affects the school's published outcomes.

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Achievement Expected standard

Across the school, pupils typically progress well through the curriculum. This includes pupils who are disadvantaged or have special educational needs and/or disabilities. They generally secure the key knowledge they need. Pupils with additional vulnerabilities, including pupils who speak English as an additional language, receive targeted support. This helps to reduce the barriers to pupils’ learning so that pupils achieve well in relation to their starting points.

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Attendance and behaviour Expected standard

School leaders and trustees hold a clear commitment to securing high attendance for every pupil. They track pupils’ attendance carefully, identifying any barriers to pupils' attendance when they arise. Pupils’ attendance rates, including those with special educational needs and/or disabilities, are in line with national averages. Disadvantaged pupils attend particularly well. Leaders establish robust systems to check on pupils’ attendance and swiftly follow up any absences. They provide tailored support, including regular discussions with families and work with external agencies. Pupils who are persistently absent now attend more frequently.

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Attendance and behaviour Expected standard

Pupils behave well throughout the school day. They are extremely polite, well-mannered and enthusiastic about their learning. Leaders have high expectations. Pupils rise to meet these standards. Lessons are typically purposeful. Most pupils focus on their work and contribute willingly. Outside, pupils play happily, simply wanting to be with their friends. Older pupils act as role models to younger pupils. Incidents of bullying and discriminatory behaviour are rare. Staff deal with concerns quickly. Trained staff use personalised strategies to support those pupils who may need help to manage their emotions. For example, physical activities at the start of the day help pupils to settle quickly and be ready for the day ahead.

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Curriculum and teaching Expected standard

Leaders have a precise understanding of the strengths of the curriculum, which is ambitious, coherent and well sequenced. They regularly review how well the curriculum is taught and make timely improvements when required. For example, leaders have made sure that the phonics and reading programme is securely embedded. This is taught particularly well.

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Curriculum and teaching Expected standard

Teachers have secure knowledge of the subjects they teach. They explain new learning by breaking it down into manageable steps. Effective support for pupils with special educational needs and/or disabilities means they access the same ambitious curriculum as their peers. Teachers make adjustments and provide resources so that pupils understand concepts fully. They encourage all pupils, including those who speak English as an additional language, to rehearse subject-specific vocabulary by sharing ideas with their peers. Teachers carefully check what pupils learn and remember. This means that they address misconceptions quickly. Additional support prevents any gaps in learning appearing.

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Curriculum and teaching Expected standard

More recently, leaders have prioritised strengthening pupils’ basic skills, particularly in writing, handwriting and mathematics. This work is having a positive impact. However, sometimes staff miss opportunities to extend or consolidate pupils’ basic knowledge and skills. For example, they sometimes overlook chances to further strengthen pupils’ transcription skills, including their pen grip and letter formation. When this happens, these pupils do not learn as well as they could.

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Early years Expected standard

The school has a well-sequenced curriculum so that children typically secure the key knowledge and skills they need. This enables children to develop their understanding across all the areas of learning. For example, children strengthen their gross motor skills by balancing on play equipment or transporting blocks in a wheelbarrow in the construction area. Skilled staff develop children’s language and communication skills by modelling and reinforcing detailed vocabulary. This helps children to extend their own vocabulary and engage in quality interactions.

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Early years Expected standard

Staff in the early years make sure children are safe. They know families well, building trusting relationships from the start. A well-planned transition programme begins before children start at the school. This gives families and children the confidence they need for a smooth start to children's education.

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Early years Expected standard

Staff know children well. They adapt the curriculum to meet children's different needs. This means everyone can participate and make progress. Effective pastoral support helps children who need it. Children who start school below age-related expectations, and those who speak English as an additional language, typically make positive progress from their starting points in readiness for the next stage of learning.

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Early years Expected standard

Leaders have a clear understanding of what is working well in the early years and where practice needs further refinement. They prioritise children’s fine ‑ motor control and ensure children secure strong foundations in language, communication and early number. This prepares children well for key stage 1.

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Inclusion Expected standard

Inclusion is at the heart of the school’s work. Leaders and staff create a caring and nurturing culture where pupils feel that they belong. They work closely with families to identify and reduce any barriers to pupils’ learning and wellbeing. Leaders seek appropriate advice from external professionals when needed. This ensures that pupils receive swift support and take a full part in school life.

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Inclusion Expected standard

Teachers receive clear and helpful information about pupils' needs through the ‘pupil passport’. Regular training helps teachers to understand how to make suitable adaptations to learning. This means that pupils with special educational needs and/or disabilities (SEND) learn alongside their peers. Staff adapt provision effectively. The ‘sunshine room’ and nurture room in school ensure that pupils with SEND receive effective support. As a result, these pupils access suitable learning, have their needs met and make progress from their starting points.

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Inclusion Expected standard

Disadvantaged pupils, and those with other vulnerabilities play an active role in school life. These pupils access educational trips and take on leadership roles alongside their peers. Disadvantaged pupils benefit greatly from additional funding and support. This includes a focus on developing their oracy and language skills as well as personalised work with external professionals. English and mathematics intervention has notable impact for those pupils who are new to English.

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Leadership and governance Expected standard

Leaders, including trustees and governors, know their pupils and context well. At all levels, leaders demonstrate an unwavering commitment to ensuring that pupils can become active, kind and considerate individuals who are well prepared for their future lives. Leaders make decisions with pupils’ best interests in mind. Parents and carers appreciate the school and the care their children receive.

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Leadership and governance Expected standard

Leaders accurately identify the strengths of the school and priorities for improvement. They have accurately identified appropriate improvement priorities. They ensure that these are known and understood by all. Systems to enable leaders’ oversight of key aspects of the school’s work, such as pupils’ attendance and academic progress, are well established. Leaders allocate time and resource for staff to share good practice with other schools in the trust, develop their expertise and contribute to continued whole-school improvement.

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Leadership and governance Expected standard

Governors and trustees understand their roles and responsibilities, using their expertise and experience well to support leaders. They also provide valuable support and challenge for school leaders. They are knowledgeable about the work of the school and fulfil their statutory responsibilities well.

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Leadership and governance Expected standard

Staff, including early career teachers, benefit from professional learning that equips them with the knowledge and skills to help pupils succeed. Staff describe leaders as approachable and supportive. They appreciate leaders' consideration for staff's workload and wellbeing. Leaders work positively with parents, external agencies, the trust and the diocese to support pupils and strengthen the school's provision.

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

St Ethelbert’s is a welcoming school where pupils treat one another with kindness and respect. Staff greet pupils warmly each morning, helping them to start the day positively and live out the school’s ambition of ‘love learning as friends’. Pupils feel they belong because staff know them well and understand their individual needs. This helps them feel happy, safe and listened to. Most pupils attend regularly.

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

Pupils enjoy school and typically make good progress, whatever their starting points or barriers to learning. Those who join mid year or in different year groups, including pupils who speak English as an additional language, receive support that helps them settle quickly. Pupils with special educational needs and/or disabilities get the help they need. Most pupils achieve in line with national expectations. This means they are well prepared for their next steps.

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

Pupils' behaviour is calm and settled. They engage well in lessons and enjoy talking about their learning. They move around the school sensibly and show good manners to staff and each other. At social times, pupils play happily together. Children in the early years relish using the slide and sand pit with friends. Bullying is rare. Staff act quickly and fairly when pupils raise concerns. The school has the highest ambition for every pupil regardless of their background or circumstance. Pupils broaden their horizons through the rich and varied set of experiences on offer. Pupils enjoy linking their learning to practical experiences. Whether it is using their learning in history to participate in a Second World War ‘blitz live action’ workshop, visiting an eco-station to learn about sustainability or visiting a local mosque, pupils value how these educational visits bring their learning to life. Pupils speak with enthusiasm about the vast

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

array of leadership opportunities, taking seriously their roles as play leaders and members of the school’s ‘GIFT’ team.

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Next steps

Leaders should ensure that pupils secure the necessary accuracy and fluency in basic knowledge and skills, particularly in writing, in readiness for their future learning.

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About this inspection

This school is part of St Teresa of Calcutta Catholic Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Christopher Foley, and overseen by a board of trustees, chaired by John McAuley.

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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

This inspection took place on 8 and 9 September 2026.

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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 and other senior leaders, including the special educational needs coordinator and the designated safeguarding lead, during the inspection. Inspectors also spoke with a representative of the local authority, a representative of the diocese, members of the board of trustees and members of the local governing body, including the chair of the local governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision. The school is registered as having a Roman Catholic religious character. It is in the Diocese of Salford. Its last section 48 inspection took place in June 2026.

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Team inspectors:

Sarah Gower-Jones, Ofsted Inspector Matthew King, 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 8 September 2026

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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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average

2024/25 (final) 62% 62% 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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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) 73% 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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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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average

2024/25 (final) 62% 59% 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) 69% 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

2023/24 (3 term) 5.9% 5.5% 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

2023/24 (3 term) 16.8% 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

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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