Sharples Primary School, located in Bolton, has been recognized for its good overall effectiveness following an inspection conducted in May 2019. The leadership and management of the school have been deemed effective, with leaders maintaining a high standard of teaching and learning since the previous inspection. They possess a clear understanding of the school’s strengths and areas for improvement, fostering an inclusive environment that supports all pupils, including those with special educational needs and disabilities. The provision for visually impaired pupils is particularly commendable.
The governing body plays a crucial role in holding school leaders accountable, demonstrating a strong knowledge base and experience. Middle leaders contribute positively to the school’s improvement efforts. Teaching quality is consistently good across the school, with teachers exhibiting secure subject knowledge and effectively using assessments to inform their planning. Pupils display positive behavior in lessons and throughout the school, showing enthusiasm for learning and working collaboratively.
The school promotes diversity and prepares pupils for life in modern Britain, instilling a strong appreciation for different cultures and faiths. Pupils, including those from disadvantaged backgrounds, make significant progress across various subjects. The early years provision is also strong, with children developing into confident and independent learners. Recent efforts have led to a reduction in persistent absence rates, which are now lower than those in most primary schools.
The curriculum is designed to engage pupils and provide relevant learning opportunities across a wide range of subjects. However, there are instances where the most able pupils do not face sufficient challenges, hindering their potential progress. To further enhance the quality of teaching and learning, the school aims to raise teachers’ expectations for these pupils and ensure that a greater proportion achieve higher standards by the end of key stages one and two.
The effectiveness of leadership and management is evident in the actions taken by the acting headteacher and deputy headteacher, who have prioritized key areas for improvement. They utilize data on pupil attainment and progress to ensure that teachers receive the necessary training to enhance learning quality. Senior leaders regularly monitor teaching quality and provide constructive feedback to staff, ensuring that improvements are implemented.
The curriculum is tailored to meet pupils’ needs and interests, with engaging topics that promote skill and knowledge development. The support for pupils with special educational needs is a notable strength, with effective integration of visually impaired pupils into mainstream classes. The school also utilizes the primary physical education and sport premium to enhance physical activity opportunities for all pupils.
Pupils’ personal development and welfare are prioritized, with a caring environment that fosters safety and confidence. They demonstrate respect for one another and engage in responsible roles within the school community. The school effectively teaches pupils about safety, including online safety, and promotes mental health awareness.
Pupil behavior is consistently good, with high expectations set by staff. Pupils are independent, resilient learners who collaborate effectively. Attendance has improved, with rates now in line with national averages. Overall, the school’s assessment data indicates that pupils, including those with special educational needs and those who speak English as an additional language, are making strong progress across subjects, preparing them well for future educational stages. The leadership team is committed to continuous improvement, ensuring that all pupils receive a high-quality education.
