Haslam Park Primary School

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About Haslam Park Primary School

Name Haslam Park Primary School
Ofsted Inspections
Headteacher Headteacher Kati-Anne Roughley
Address Wigan Road, Bolton, BL3 5QL
Phone Number 01204333393
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 306
Local Authority Bolton
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school each day and they are proud to be part of the Haslam Park community.

They are clear that everyone is welcome at their school. Pupils understand how important it is to embrace diversity and celebrate the differences between people.

Pupils said that they feel safe in school and that staff teach them about the importance of talking to a trusted adult if they have any concerns.

Pupils are confident that adults will help them to sort out any problems. Leaders have ensured that there are robust systems to support staff to deal with any incidents of bullying effectively.

Leaders have high aspirations for every pupil, including ...those with special educational needs and/or disabilities (SEND).

Leaders and staff expect the best of pupils. Pupils rise to these expectations, try their best and achieve well. Children in the early years get off to a flying start.

They benefit from a carefully thought-out curriculum that is delivered expertly well. They are exceptionally well prepared for the demands of Year 1.

Pupils are polite and respectful to each other and adults.

They understand the school rules and they support each other to follow them. Pupils enjoy taking part in a wide range of clubs, including fencing, photography, drama, science and debate club.

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

Leaders have ensured that there is a strong culture of reading in school.

They have selected books carefully to ensure that pupils encounter a broad range of authors and genres. For example, leaders have taken care to choose books which reflect the school's diverse community. Pupils enjoy reading about characters that they can identify with.

They enjoy using the school's well-stocked libraries and relish the extra reading opportunities on offer such as those at the breakfast club.

Staff benefit from high-quality training to deliver the phonics curriculum well. Children begin learning phonics at the beginning of the Reception Year.

Staff ensure that the books pupils read closely match the sounds that they have learned. Those pupils who need extra support in reading are identified quickly by leaders. Staff provide support for these pupils so that they can catch up with their peers.

Leaders have designed subject curriculums that are ordered logically, including in the early years. This supports pupils, including those with SEND, to build securely on what they know already. Teachers have a strong knowledge of the subjects that they teach.

They use their expertise to design appropriate activities and provide clear explanations for pupils.In most subjects, teachers use a range of assessment strategies skilfully to ensure that pupils gain the knowledge that they need. However, in a few subjects, some teachers do not use assessment strategies as well, to identify the gaps in pupils' learning.

This is not the case in the early years. In the Reception class, staff are trained well to identify and address any forgotten learning. For example, they check regularly that children have a secure understanding of the vocabulary that will be most useful for future learning.

Children in the early years are happy and highly motivated to learn. They play happily with their friends. Pupils behave well during lessons and at social times.

They talk to each other and adults respectfully. Lessons are calm and purposeful. Staff deal quickly and appropriately with poor behaviour so that pupils' learning is not disrupted.

Leaders ensure that pupils with SEND are identified quickly by staff. These pupils receive suitable support to access the curriculum. Staff are equipped appropriately to understand how to meet pupils' needs.

Pupils with SEND progress well through the curriculum.

Pupils benefit from a range of opportunities to develop their leadership skills. For example, they talked proudly about their roles as school councillors, learning leaders, sports leaders and attendance ambassadors.

Leaders ensure that pupils can develop an understanding of British values. For example, pupils vote for who they want to represent them on the school council. This supports pupils' understanding of a democratic process.

Pupils learn about other faiths and they visit a range of places of worship. Leaders afford pupils the opportunity to learn about the wider world.

Governors are informed well about the quality of education for pupils.

Leaders and governors are mindful of staff's workload. Staff said that they feel they are appreciated and supported well by leaders. For example, some staff explained that they had valued additional training to develop them further as subject leaders.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. Leaders ensure that all staff are trained so that they understand their responsibilities well.

Regular updates keep staff's knowledge of safeguarding up to date. Parents and carers appreciate the additional support that staff provide for the whole family. Leaders make effective use of external agencies to support pupils and their families.

Pupils learn about the possible risks that they may face in their community and online. They have a very clear understanding of what to do if they have any concerns. They learn how to keep themselves safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not ensured that some teachers have been supported well to use assessment strategies effectively. As a result, in these subjects, some teachers are less clear about the gaps in pupils' knowledge. Leaders should ensure that staff are trained sufficiently well to use assessment strategies effectively in these subjects.

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