Harwood Meadows Primary School in Bolton, Lancashire, received a positive inspection report following its evaluation on February 22 and 23, 2022. The school was rated as good in all areas, including overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The inspection highlighted that pupils are happy and feel safe at school, enjoying the work provided by their teachers. They trust the staff and feel comfortable approaching them with any concerns. The school has established high expectations for pupil behaviour, and students reported that bullying is addressed effectively.
The leadership team is focused on raising expectations for learning, although the impact of the COVID-19 pandemic has affected the curriculum's improvement in some subjects. Older pupils are given various leadership roles, such as acting as reading buddies for younger students. The school enhances learning through trips and visitors, which provide real-world context to the curriculum. Parents and carers expressed positive feedback about the school, particularly praising the staff for recent improvements.
The school has implemented an effective phonics curriculum, enabling early years children to start reading quickly. High expectations in early years are maintained throughout key stage one, with pupils reading books that match their phonics knowledge. Support systems are in place to help pupils catch up on reading skills disrupted by the pandemic, leading to increased fluency and comprehension as they progress through the school.
Subject leaders have received support to develop the curriculum, resulting in a more structured approach to building on prior learning. Most subjects show that pupils can remember what they have learned, although some subjects still require refinement due to pandemic-related delays. Leaders are actively working to clarify the essential knowledge that pupils need to learn in these areas.
The school effectively identifies the needs of most pupils with special educational needs and disabilities (SEND), providing appropriate support. However, there is room for improvement in identifying the specific needs of some pupils with social and communication challenges, which can delay the provision of necessary support. Once support is in place, these pupils benefit from learning the same curriculum as their peers. Overall, pupils demonstrate positive attitudes towards their work, contributing to a conducive learning environment with minimal disruption.
The curriculum for personal development fosters a strong understanding of equalities, and pupils show respect for diverse views. They also exhibit cultural awareness through their knowledge of various artists. Staff are aligned with the vision set by leaders and governors, feeling supported in their workload. Governors are knowledgeable and work collaboratively with school leaders.
The safeguarding arrangements are effective, ensuring pupils are protected from harm. Leaders and governors prioritize pupil safety, with staff being vigilant in recognizing signs of abuse and referring pupils for early help when needed. Clear procedures are in place for managing safeguarding concerns.
To improve further, the school needs to enhance the planning and sequencing of the curriculum in some subjects and refine the identification of specific needs for a small minority of pupils with SEND. Leaders are already taking steps to address these areas, demonstrating a commitment to continuous improvement in the educational experience provided to all pupils.
