Rawtenstall Balladen Community Primary School has undergone an inspection that highlights several areas of strength and areas needing improvement. The school has high aspirations for all its pupils, with caring staff working to develop their expertise in providing additional support, particularly for those with special educational needs and disabilities. Pupils benefit from a focus on their wider development, with younger children developing confidence and independence, while older pupils engage in decision-making through a parliament system. The school promotes positive social interactions, with pupils generally getting along well during social times and participating in various physical activities during breaks.
However, the quality of education and behavior in lessons requires improvement. While most pupils enjoy school, some struggle due to gaps in their knowledge, particularly in reading, which affects their ability to learn new information. The school has made progress in addressing previous issues, with a reduction in incidents of poor behavior and improved attendance rates. The governing body provides effective support and challenge, ensuring that new initiatives are manageable for staff.
Despite these improvements, staffing changes have hindered the implementation of some plans, and high rates of pupil absence have impacted learning. Achievement remains low in certain subjects, including English and mathematics. The new curriculum is still being embedded, with teachers aware of the focus areas for each subject. However, curriculum leaders, many of whom are new to their roles, are still familiarizing themselves with the expectations for each year group, particularly in the early years.
The school has prioritized reading within the curriculum, and most pupils enjoy reading and listening to high-quality texts. The phonics program is well-delivered, positively impacting early reading knowledge. However, the delivery of some curriculum aspects, including reading, writing, and mathematics, is not as effective as it could be, as gaps in pupils' knowledge are not always identified or addressed. This can lead to some pupils finding their learning challenging, occasionally resulting in disruptive behavior.
The school has strategies for managing behavior, but there are inconsistencies in their implementation. Some pupils require additional support to manage their emotions, which affects their focus during lessons. The school is working to ensure that staff receive the necessary support to manage behavior effectively. Additionally, the expectations for what children should know by the end of the Reception Year are not clearly defined, impacting their preparation for key stage one.
The school is committed to supporting teachers in identifying and meeting the diverse needs of pupils with special educational needs and disabilities. However, this work is ongoing and not fully embedded, leading to variable achievement among these pupils. Personal development is a priority, with pupils appreciating opportunities for physical activity and learning about safety and well-being.
The safeguarding arrangements are effective, ensuring a safe environment for pupils. To improve, the school needs to carefully consider the gaps in pupils' knowledge when designing the curriculum, particularly for those with special educational needs. There should be a consistent approach to managing behavior and ensuring that all pupils receive the support they need to remain focused and engaged in their learning. The school must also define clear expectations for learning outcomes in the early years to better prepare children for future stages of their education.
