Holy Infant and St Anthony RC Primary School, located in Bolton, Lancashire, has been recognized as a good school following its inspection on July 14 and 15, 2021. The school fosters a positive environment where pupils feel happy and proud to attend. The strong relationships between staff and students contribute to a warm and caring atmosphere, allowing teachers to tailor learning experiences that are both interesting and meaningful. Pupils exhibit behavior that aligns with the high expectations set by school leaders, and they appreciate the rewards and responsibilities that come with their positive conduct, such as opportunities to serve as head girl or boy and participate in the school council.
Safety is a priority at the school, with pupils expressing confidence in their understanding of bullying and its various forms. They report that instances of bullying are rare and effectively managed by teachers. The school promotes respect and inclusivity, encouraging pupils to embrace diversity regardless of background or religion. Community involvement is emphasized, with pupils actively participating in fundraising for various charitable organizations. The school offers a wide range of extracurricular activities, including clubs and trips, which enrich pupils' experiences. During the pandemic, leaders adapted activities to ensure that pupils continued to benefit from these opportunities.
The curriculum at Holy Infant and St Anthony RC Primary School is ambitious and designed to engage pupils in their learning. Staff maintain high expectations for all students, including those who are disadvantaged or have special educational needs and disabilities. Subject plans are well-structured, allowing pupils to build knowledge progressively. Teachers utilize various assessment strategies to monitor pupil understanding and adapt their teaching accordingly. Most pupils, including those with special educational needs, achieve well as a result of this effective support.
However, some subjects have not been as thoroughly developed due to disruptions caused by the pandemic, leading to gaps in pupils' knowledge and understanding. The school recognizes the need to implement new plans in these areas to enhance learning outcomes. Reading is a strong focus, with investments made in training and resources to improve literacy across the curriculum. The teaching of reading begins in the Reception Year, and staff provide effective support to help pupils develop their phonics skills. This approach has resulted in increased confidence among pupils as readers.
Mathematics instruction is logically sequenced, enabling pupils to build on prior knowledge. While pupils demonstrate a solid understanding of basic concepts, their recall of times tables has been less fluent due to reduced practice opportunities during the pandemic. This has affected their ability to apply mathematical knowledge to more complex problems. Overall, pupils display politeness and good manners, contributing to a respectful school environment.
Governors are well-informed and actively support the school, balancing their role in providing oversight with consideration for the well-being of the headteacher. They facilitate meaningful opportunities for pupils, such as adventure days and performances. Safeguarding arrangements are effective, with staff trained to identify and respond to potential risks. Leaders ensure that pupils are educated about safety, both in the real world and online.
To improve, the school must focus on enhancing pupils' mathematical fluency and ensuring that all subject plans are fully implemented. By providing additional practice opportunities and addressing gaps in knowledge, the school can further support pupils in achieving their full potential.
