St John Bosco RC Primary School, located in Blackley, Manchester, was inspected on 5 and 6 March 2024. The overall effectiveness of the school is rated as requiring improvement, with similar ratings for the quality of education, leadership and management, and early years provision. However, the school demonstrates good behaviour and attitudes, as well as personal development among its pupils. The school is committed to inclusivity and aims to support all pupils, including those with special educational needs and disabilities. Despite this, many pupils have gaps in their learning that have not been adequately addressed, impacting their achievement in subjects like English and mathematics.
Pupils at St John Bosco feel welcomed and valued, fostering a positive school environment. They appreciate the caring relationships with staff, which contribute to their happiness at school. The school promotes values of respect, kindness, and consideration, encouraging pupils to engage in community activities that enhance their understanding of empathy and social responsibility. While the school has made strides in improving the curriculum for early years and key stages one and two, challenges remain in ensuring that all pupils are well-prepared for their next educational steps.
The school has identified gaps in knowledge due to historical weaknesses and is beginning to address these through improvements in curriculum delivery. However, progress is still in the early stages, and many pupils were not adequately prepared for transitions to the next key stage or high school in 2023. In subjects beyond English and mathematics, the school has outlined essential knowledge for pupils in years one to six, but some teachers do not consistently teach this content in sufficient detail, leading to gaps in pupils' understanding.
In early years, the school has established important learning goals in communication, language, and mathematics, but similar clarity is lacking in other areas. This inconsistency can hinder teachers' ability to prioritize learning activities effectively, resulting in some children not being adequately prepared for the demands of the Year 1 curriculum. The school places a strong emphasis on phonics, with effective teaching strategies in place to support pupils who require additional help. Many pupils become fluent readers by the end of key stage one, although some staff do not consistently check for comprehension of new vocabulary, which can limit understanding.
The school has effective systems for identifying the needs of pupils with special educational needs and disabilities, ensuring they progress alongside their peers. Behaviour in the school is positive, with pupils displaying excellent manners and cooperation. Attendance has improved significantly since the COVID-19 pandemic, thanks to well-developed systems for monitoring and addressing potential issues.
Pupils benefit from a range of personal development opportunities, learning about diversity and respect for all individuals. The governing body is aware of the challenges in pupil achievement and has collaborated with the diocese and local authority to enhance the school's capacity for improvement. However, staffing changes since the previous inspection have limited the impact of these efforts. Staff report positive experiences regarding support for their workload and well-being, including access to training that enhances their expertise.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve, the school must finalize its curriculum planning for early years, ensuring clarity on essential knowledge across all areas of learning. Additionally, some teachers require further subject knowledge to effectively deliver the intended curriculum, and there is a need for more detailed teaching of essential vocabulary in various subjects. Addressing these areas will help ensure that pupils are well-prepared for their future educational journeys.
