St Stephen’s C of E Primary School in Kearsley, Bolton, received a positive inspection report, reflecting its overall effectiveness as good. The inspection took place on June 13 and 14, 2023, and the school has maintained this good rating since its previous inspection in February 2020. The school is characterized by a welcoming environment where pupils, including those in early years, express happiness in attending. They feel safe and appreciate the support from adults in the school. The leadership team has established high expectations for behavior and achievement, which is evident in the ambitious curriculum designed to engage all pupils, including those with special educational needs and disabilities.
Pupils demonstrate politeness and respect towards each other and staff, contributing to a calm and positive atmosphere throughout the school. They understand the concept of bullying and are confident that staff will address any issues that arise. The school effectively manages incidents of bullying, ensuring a supportive environment for all students. Pupils are enthusiastic about their school experiences, particularly enjoying trips and additional responsibilities such as being part of the Eco Team, which has developed a beautiful Eco Garden.
The school has prioritized the introduction of a new phonics scheme, emphasizing the importance of reading as a key to learning. From the start of their education, children are surrounded by high-quality texts, fostering a love for reading. Older pupils articulate their enjoyment of reading and recognize its significance for their future. Staff are well-trained to deliver the phonics program effectively, ensuring that reading materials are appropriately matched to pupils' phonics knowledge. When pupils struggle, additional support is provided promptly, leading to improved reading fluency.
The curriculum is ambitious and logically sequenced, progressing from early years to Year 6. However, in a few subjects, leaders are still finalizing their curriculum plans, which has led to some teachers lacking clarity on essential knowledge for pupils' future learning. Leaders are committed to monitoring the implementation of changes and ensuring that all curriculum adjustments are fully embedded.
Teachers effectively check pupils' understanding before progressing in lessons, although this practice is not consistently applied across all subjects. Consequently, there are instances where teachers may not fully grasp what pupils have learned over time. Pupils exhibit good behavior during lessons and social times, moving around the school sensibly. When low-level disruptions occur, teachers manage them effectively, and strategies are in place to support children with complex needs.
Leaders organize educational trips and invite guest speakers to broaden pupils' understanding of the world. Pupils learn about health and develop an appreciation for diversity, understanding the importance of tolerance and respect. The school has effective systems for identifying pupils with special educational needs, ensuring they follow the same curriculum as their peers. Staff adapt their teaching methods to support these pupils effectively.
Governors have prioritized their training, becoming knowledgeable about the school's operations. Staff feel valued and proud to work at the school, recognizing leaders' efforts to reduce their workload. The safeguarding arrangements are effective, with staff receiving appropriate training and remaining vigilant to potential risks. Overall, the school is committed to continuous improvement, with leaders focused on refining curriculum delivery and assessment practices to enhance pupil learning outcomes.
