Bollin Primary School

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About Bollin Primary School

Name Bollin Primary School
Ofsted Inspections
Mrs Kylie Spark
Address Apsley Grove, Bowdon, Altrincham, WA14 3AH
Phone Number 01619288900
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 406
Local Authority Trafford
Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and their parents and carers, are proud to belong to this calm and welcoming school community. Pupils are kind to each other.

They are respectful and well behaved. Pupils described with enthusiasm the many things that they like about their school, especially the friends that they make. Pupils told inspectors that this is a great place to learn.

Pupils, including those with special educational needs and/or disabilities (SEND), benefit from high-quality opportunities that promote their wider development. Pupils learn about the importance of looking after their well-being. They carry out leadership responsibilities diligently, such as looking after the school's c...hickens and allotment, or being a school councillor.

Leaders have high expectations of what pupils can and should achieve. Pupils learn well. They benefit from a well-thought-out curriculum.

Through the curriculum, adults encourage pupils to develop a love of reading.

Children in the early years settle quickly. Staff know children well.

Staff provide additional support for children who need it. Children in the early years are well prepared for key stage 1.

Pupils feel safe at school.

They told inspectors that they use the 'talk token' system to confide in an adult about any concerns that they may have. Bullying is dealt with effectively by staff, so it does not reoccur.

What does the school do well and what does it need to do better?

Leaders have worked closely with trustees to design an ambitious curriculum.

It is broad and balanced. Leaders have thought carefully about how key knowledge builds from the beginning of the Nursery Year to the end of Year 6. As a result of the well-planned curriculum, most pupils, including children in the early years, develop a secure body of knowledge as they progress through the school.

Leaders of most curriculum subjects ensure that teachers deliver the curriculum as intended. Subject leaders provide teachers with appropriate training and support. In these subjects, teachers identify and address pupils' misconceptions quickly and effectively.

Pupils recall their past learning fluently, which makes it easier for them to understand and learn new information.

Conversely, in one or two subjects, the guidance and support that leaders provide for teachers are still in development. This means that some teachers do not know exactly what they should be delivering to pupils.

As a result, sometimes teachers find it more difficult to check how well pupils are learning new knowledge. Occasionally, this hinders how well some pupils learn in these subjects.

Leaders prioritise the development of pupils' reading knowledge.

Older pupils develop into avid readers. They told inspectors that reading books transports them into new places. Pupils enjoy reading independently or listening to the stories that their teachers share with them.

Children begin to develop their phonics knowledge in the early years. They respond well to rhymes, stories and other activities which enhance their ability to hear and recognise different sounds. Leaders make sure that the books that pupils read enable them to practise the sounds that they have learned.

Most pupils are fluent and confident readers by the end of key stage 2. Well-trained staff support pupils who find reading more difficult to catch up with their peers.

Leaders ensure that all pupils, including those with SEND, access the same curriculum.

Most pupils with SEND learn well. However, occasionally, some teachers do not use the information that they have about pupils with SEND to adapt the delivery of the curriculum as well as they could. Sometimes, this hinders these pupils' learning.

Pupils are attentive in lessons. They said that staff encourage them to try their best. Pupils are motivated to earn the wide range of rewards on offer.

For example, they are keen to earn golden tickets in recognition of their achievements.

Pupils develop resilience and confidence. They learn to see the best in themselves and in each other.

Pupils successfully develop new skills and interests through the personal development curriculum. These activities contribute effectively to pupils' understanding of how to develop healthy lifestyles.

Leaders work closely with the local governing body and trustees.

The expertise of governors and trustees successfully contributes to improvements in the quality of education that pupils receive. Staff value the support that they receive from leaders and governors to manage their workload.


The arrangements for safeguarding are effective.

Leaders ensure that all staff know how to keep pupils safe. Staff are vigilant. They notice when pupils' behaviour is out of character.

They pass on their concerns to the relevant personnel. The leaders responsible for safeguarding follow up any concerns raised by staff diligently. Leaders make sure that vulnerable pupils get the timely support that they need.

Leaders also ensure that pupils know how to keep themselves safe, especially when they are online. Pupils learn to recognise and manage situations which have the potential to be risky. They are confident in using the systems in place to tell adults if they are worried.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not finalised the guidance and support that teachers require to deliver and assess these curriculums as effectively as they could. As a result, some teachers are not clear about the key knowledge that pupils must learn. Senior leaders should ensure that teachers have all the information that they need to deliver the curriculum well and to check that pupils are learning all that they should.

• Some teachers do not use the information that they have about pupils with SEND to adapt the delivery of the curriculum as effectively as they could. On occasions, this hinders how well some pupils with SEND learn. Leaders should ensure that staff use all of the information available to them to tailor the delivery of the curriculum to meet these pupils' needs.

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