Eden Boys’ School Bolton

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About Eden Boys’ School Bolton

Name Eden Boys’ School Bolton
Website http://www.edenboysbolton.com/
Ofsted Inspections
Principal Mr Arshad Ashraf
Address Wolfenden Street, Bolton, BL1 3QE
Phone Number 01204849240
Phase Academy
Type Free schools
Age Range 11-18
Religious Character Muslim
Gender Boys
Number of Pupils 620
Local Authority Bolton
Highlights from Latest Inspection


Eden Boys' School Bolton continues to be an outstanding school.

What is it like to attend this school?

Pupils consider it a privilege to attend Eden Boys' School Bolton. They recognise that they receive a high-quality education. Pupils said that the wider opportunities that leaders provide help them to mature as individuals.

Pupils flourish in this school.

Pupils are happy in school. They value the strong friendships that they make.

Pupils develop positive relationships with their teachers. This helps them to feel safe from bullying. If it occurs, leaders deal with it swiftly and decisively.

Leaders place no limits on what pupils, including those with spe...cial educational needs and/or disabilities (SEND), can achieve. Leaders are deeply committed to ensuring that pupils have the highest aspirations for themselves. Leaders provide an education which successfully equips pupils to fulfil those aspirations.

Pupils have incredibly positive attitudes towards their learning. They trust that their teachers will help them to achieve well. This motivates pupils to work hard and to conduct themselves in line with leaders' high expectations.

Pupils strive to serve their local community. They develop a strong sense of responsibility towards improving the lives of others. Pupils spoke with pride about participating in activities such as raising money for charity and litter picking in the local area.

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

Leaders are committed to providing a high-quality education that addresses social disadvantage. They have ensured that almost all pupils study the English Baccalaureate suite of subjects. Leaders enrich pupils' educational experience through carefully chosen trips and visits.

Pupils spoke enthusiastically about how these experiences helped to bring the curriculum to life.

Leaders have thought carefully about how to structure the curriculum to ensure that pupils access a broad range of subjects. Pupils take examinations in a very small number of subjects at the end of Year 10.

They achieve highly in these. However, leaders recognise that some pupils may want to take their studies of these subjects further. Leaders provide opportunities for pupils to continue their learning so that they are well-equipped to study these subjects in key stage 5.

Subject leaders have meticulously identified the precise information that pupils need to know and remember. Expert teachers explain new concepts clearly. They skilfully link new learning to what pupils already know.

Teachers frequently check for gaps in pupils' knowledge and take action to address them. Pupils build a rich body of knowledge in each subject. They achieve very highly.

Leaders swiftly identify the needs of pupils with SEND. Leaders ensure that these pupils receive the support that they need to access all aspects of school life. Teachers use highly effective strategies to help pupils with SEND to access the same curriculum as their peers.

Pupils with SEND thrive.

Leaders have given reading the highest priority. The school library is a hive of activity.

Pupils value reading. Leaders have a robust process for identifying any pupils who might struggle with their reading knowledge. Well-trained staff work with these pupils and help them to learn to read more confidently and fluently.

The school is an oasis of calm. Pupils' sensible behaviour ensures that learning is seldom disrupted. They are respectful of, and attentive towards, staff and each other.

Leaders have thought carefully about how to foster pupils' personal development. Pupils learn all that they need to become well-informed individuals. For example, they learn about democracy and healthy relationships.

Pupils embrace leadership opportunities such as representing their peers on the student council. They are exceptionally well-prepared to take their place in modern Britain.

Pupils benefit from a strong careers programme.

They receive the independent advice that they need to make aspirational choices about their next steps in education or employment.

Trustees and governors are rightly proud of the school, but they are not complacent. They work closely with leaders to continually refine the quality of education that they provide.

Leaders have cultivated a collaborative environment where professional development is highly valued. Staff feel well supported and are immensely proud to work at this school.


The arrangements for safeguarding are effective.

Leaders have created a culture of vigilance in which pupils' safety is their highest priority. Staff are well-trained to identify pupils who may be at risk of harm. Staff know how to swiftly alert leaders to any concerns.

Leaders carefully monitor vulnerable pupils, meeting frequently to discuss their well-being. Leaders engage with external agencies to ensure that vulnerable pupils quickly get the support that they need.

Leaders educate pupils about how to keep themselves safe, including looking after their mental health.

Leaders provide timely reminders about personal safety. For example, before the school holidays, pupils learn about staying safe in the local community.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in May 2017.

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