Blackshaw Lane Primary & Nursery School

Blackshaw Lane Primary & Nursery School

Address: Blackshaw Lane, Heyside, Royton, Oldham, Greater Manchester, OL2 6NT Unique reference number (URN): 150121

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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

Pupils, including those who are disadvantaged, generally achieve well. Pupils’ attainment in national reading tests at the end of key stage 2 is above the national average, In contrast, pupils’ attainment in writing and mathematics is below average. Pupils’ current achievement is better than the published data suggests. Pupils can articulate their learning clearly. For example, in geography, they recall subject specific words to describe the distinct layers of vegetation in the amazon rainforest. Many work independently using their prior knowledge well.

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Achievement Expected standard

Pupils generally secure the essential knowledge that they need in reading, writing and mathematics. However, some pupils are less secure in their spelling knowledge and handwriting skills.

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Achievement Expected standard

The attainment gap between disadvantaged and non-disadvantaged pupils has narrowed considerably. Disadvantaged pupils now achieve as well as non disadvantaged pupils nationally. Pupils with special educational needs and/or disabilities make the progress that they should from their starting points.

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Achievement Expected standard

Overall, pupils leave the school with the knowledge and skills that they need to succeed in their next stage of education.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is broad and balanced. Each subject is thoughtfully designed with the core concepts that pupils need to know and understand set out clearly. Leaders have an accurate view of the strengths and areas for development in their curriculum and in teaching. They have acted decisively to make changes that have brought about improvements. For instance, subject leaders have received training in making sure that the curriculum fits all learners, including those who face barriers to learning.

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Curriculum and teaching Expected standard

There is a clear and deliberate focus on pupils securing their basic knowledge in reading writing and mathematics. Staff identify any gaps quickly and support pupils to catch up. However, pupils’ basic skills in handwriting and spelling are not taught consistently well. Leaders have recently introduced a new handwriting and spelling scheme. This has not had time to impact on pupils’ work, which remains variable.

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Curriculum and teaching Expected standard

Staff are knowledgeable about the subjects that they teach. Across the curriculum, they carefully introduce pupils to knowledge that builds on what they have previously learned. Staff carry out checks on what pupils have understood so that they can revisit content when this is needed. Staff adapt lessons skilfully for pupils who find learning challenging, making sure that their independence is still fostered. This supports pupils to build knowledge securely.

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Early years Expected standard

Leaders have ensured that there is an ambitious, well organised curriculum in place. Teachers focus on ensuring that children acquire the essential learning in communication, reading, writing and mathematics that they need. Staff forge warm, nurturing relationships with children. Consequently, children, including those who are vulnerable, feel safe and secure.

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Early years Expected standard

Children’s interests are carefully considered when staff design activities. For example, children in the Nursery class delight in learning new vocabulary with their dragon puppet. Children benefit from opportunities to strengthen their physical skills, for instance during energetic movement sessions. These activities help children be ready to write. Staff use every opportunity to engage children in high-quality conversation. This helps children to develop their language and communication skills.

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Early years Expected standard

Leaders have a secure understanding of children’s starting points and check their progress closely. Teachers swiftly identify and address any gaps. Staff prioritise the teaching of phonics sessions and teach these with expertise. Children, including those who face barriers to learning, build their knowledge and skills steadily. They achieve well and gain independence. By the end of the Reception Year, children are well prepared for Year 1.

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Inclusion Expected standard

Leaders have placed inclusion front and centre of their work. They set high expectations for all pupils, including those who have special educational needs and/or disabilities (SEND) and those who are vulnerable in other ways.

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Inclusion Expected standard

Leaders identify pupils’ needs quickly and accurately. They work closely with families and external agencies to understand pupils’ barriers to learning or wellbeing. Staff receive regular, appropriate training to adapt their practices so that they can reduce these barriers. Staff know pupils well. They ensure that pupils, including those with SEND and those who are known to social care, get the right help at the right time and experience success alongside their peers.

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Inclusion Expected standard

Leaders check that vulnerable pupils are making progress through the curriculum. For pupils with SEND, this information is used to address any gaps, inform future teaching and to set individual targets to work towards.

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Inclusion Expected standard

Leaders use additional funding skilfully to reduce the barriers to achievement that disadvantaged pupils may face. Staff are aware of those pupils and make sure that they fully access the support that they need. For example, they prioritise their access to popular clubs, enrichment activities and to any therapeutic support they may need.

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Leadership and governance Expected standard

Leaders have a precise grasp of the school’s context and they use this insight to shape their decisions. The trust has supported leaders to develop the school’s culture and secure improvement. As a result, an open, collaborative climate has developed in which decisions are guided by what is best for pupils.

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Leadership and governance Expected standard

The local governing body are knowledgeable and bring a range of skills and experience to their roles. Governors check that planned improvements are making the intended difference to pupils. Governors fulfil their statutory responsibilities and hold school leaders to account effectively.

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Leadership and governance Expected standard

The trust and members of the local governing body are united in supporting the wellbeing of school leaders and staff. Staff benefit from useful collaboration across the trust. For example, trust ‑ wide training events enable colleagues to work together and share effective practice. Staff feel valued and heard by leaders. They appreciate the professional learning opportunities available to them to develop their subject knowledge.

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Leadership and governance Expected standard

Parents and carers are complimentary about the school, citing that changes have been for the better. They appreciate that there are lots of enrichment activities on offer and that the staff are always approachable and helpful.

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Personal development and wellbeing Expected standard

Leaders have embedded a comprehensive programme to support pupils’ personal development and wellbeing. Through the relationships and health education curriculum, pupils are taught about online and offline risks to their wellbeing. They learn how to keep themselves safe and make informed choices about their physical and mental health. Pupils understand the concept of consent and what constitutes a healthy and unhealthy relationship.

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Personal development and wellbeing Expected standard

Pastoral support is woven into the timetable. When necessary, leaders provide therapeutic support to promote pupils’ wellbeing. Pupils feel comfortable talking to staff and use their ’talk to me’ boxes in the classroom if they have any worries.

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Personal development and wellbeing Expected standard

Pupils confidently articulate their understanding of fundamental British values. Older pupils have a deep understanding of equity, explaining the importance of everyone getting what they need even if this does not mean everyone gets the same. Pupils consistently show respect and tolerance towards others.

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Personal development and wellbeing Expected standard

Pupils access a range of enrichment opportunities that broaden their experiences. They learn to play a musical instrument and have the opportunity to join a band. Pupils have regular opportunities to represent their school in interschool and trust-wide sporting competitions. Clubs are plentiful. They include arts and crafts, gardening and football. Leaders track participation to ensure that the most vulnerable pupils are accessing the opportunities on offer. Leaders remove any barriers that might prevent pupils from accessing a trip, event or club.

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Personal development and wellbeing Expected standard

Pupils take on leadership roles such as being school councillors and sustainability champions. Pupils enjoy taking part in fundraising activities to support local charities. The school participates in the trust’s ‘linking project’, enabling pupils from different ethnic backgrounds to work together and strengthen community cohesion. These roles and

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Needs attention

activities provide practical experiences that help pupils to develop social skills and a positive sense of citizenship. Pupils are well prepared for life in modern Britain.

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Attendance and behaviour Needs attention

Pupils’ attendance rates are improving as a result of leaders’ actions. However, attendance remains below that of all pupils nationally. Leaders monitor absence carefully and address barriers to attendance for particular pupil groups, including disadvantaged pupils and those with special educational needs and/or disabilities. Leaders have introduced tailored support for families to overcome barriers to attendance such as celebrating improved attendance and providing a therapeutic ‘meet and greet’ room to help establish positive routines and minimise absence.

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Attendance and behaviour Needs attention

There is a calm, supportive atmosphere throughout the school that enables pupils to thrive. Relationships between pupils and staff are consistently positive. Staff apply the school’s approach to behaviour consistently well. Pupils understand what is expected of them. They are friendly, courteous and kind. Pupils engage happily in conversations with visitors. In the classroom they focus fully on their learning. At breaktimes, pupils play cooperatively with each other and make good use of the range of activities on offer. Pupils know that they can speak to a trusted adult if they are worried. Leaders address any instances of bullying, discrimination or harassment promptly and appropriately. Staff make effective adjustments for pupils who struggle with their behaviour to get back on track.

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

Pupils are warmly welcomed into the school by staff each day. This helps pupils to feel welcome and safe. Pupils at Blackshaw Lane are happy. They quickly engage with reading tasks in their classrooms, which helps pupils to enjoy a settled start to the day.

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

Routines are well established and pupils conduct themselves in a friendly, respectful manner towards staff and one another. Leaders deal quickly and effectively with any bullying that happens. Pupils strive to embody the school’s values of resilience, equity, aspiration, curiosity and honesty. Pupils are enthusiastic learners. They enjoy the ‘little learners-big dreams project’, through which every pupil meets someone working in a role they aspire to pursue in the future. This inspires pupils’ curiosity and helps them to connect their ambitions with real world experiences.

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

Leaders and staff set high expectations for pupils’ achievement. Leaders have successfully addressed shortfalls in prior academic achievement. Current pupils typically learn the important knowledge through the ambitious curriculum that leaders have established. Pupils achieve well. Pupils, including those who are disadvantaged, are well prepared for the next stage of their education. Pupils with special educational needs and/or disabilities receive high-quality support. This enables them to progress well from their starting points as they move through the curriculum.

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

Pupils do not attend school regularly enough. This means that some pupils miss out on many of the positive experiences that the school offers. Pastoral staff work closely with families to reduce the barriers to attendance that some pupils face. This is helping attendance rates improve for some pupils, but others are absent too often.

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

Leaders place high importance on pupils’ personal development. A wide range of activities and events enhance pupils’ enjoyment of learning. For example, pupils talk excitedly about their recent trips to York, the zoo and of the outdoor pursuits they enjoyed on their residential visit.

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Next steps

Leaders should continue to refine their approach to improving attendance so that absence rates reduce and overall attendance rates move into line with national expectations. Leaders should continue to support staff to strengthen the teaching of handwriting and spelling so that this is of consistently high quality and helps pupils to achieve well across the curriculum.

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About this inspection

This school is part of the kingfisher learning trust, which means other people in the trust also have responsibility for running the school. The trust is run by the co-chief executive officers, Lisa Needham and Anne Redmond and overseen by a board of trustees, chaired by Ian Walsh

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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 from 15 September to 16 September 2026.

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About this inspection

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

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About this inspection

Inspectors spoke with the headteacher, other senior leaders and staff. The lead inspector also met with members of the governing board, including the chair of governors, members of the trust, including the chief executive officer and the chair of trustees, and a representative from the local authority.

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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.

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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 15 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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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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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) 46% 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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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

2024/25 (final) 62% 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) 5.9% 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) 14.9% 13.0% Close to average

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national average

2023/24 (3 term) 18.0% 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

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Urgent improvement

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