Balshaw Lane Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Balshaw Lane. They arrive happily each morning, keen to see what the day has to offer.

Pupils enjoy school. They feel well-cared for by staff who know them well.

Pupils follow the school's rules of being, 'ready, respectful and safe.'

This begins in the Reception Year, where children quickly learn the school's routines. They are ably supported by older pupils who act as their buddies. In addition, those pupils in Year 6 who wear the 'Y6 Standard' badge know that this is because they are entrusted to be excellent role models for younger pupils.

Pupils of all ages are respectful of their teachers.

The school has hig...h expectations of pupils' achievement. By the time they leave, pupils are well prepared for the next stage of their education.

This goes beyond the academic curriculum. Pupils demonstrate a strong understanding of core fundamental British values, such as democracy and tolerance. They possess a deep awareness of how the law protects people, ensuring equality both in schools and workplaces.

In addition, art, sport, and music play an important part of school life. Pupils learn to play a range of instruments, take part in sports' matches, and perform in the local community.

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

The school prioritises the teaching of reading.

Early reading begins as soon as children start in the Reception Year. The school's phonics programme helps children to learn the letters and sounds they need for reading and writing. Early years staff encourage children to enjoy stories, songs, and rhymes.

As pupils move into key stage 1, they become more proficient readers and writers. Well-trained staff support pupils who need help to keep up. This ensures that pupils develop strong literacy skills by the time that they leave the school.

The school's curriculum outlines what should be taught and when. In most subjects, staff have thought carefully about how to help pupils to remember what they learn. Teachers confidently identify connections within and between subjects.

This helps pupils build on what they have already learned and apply it to new knowledge. For example, in science, Year 1 pupils learn that fur keeps animals dry. They later link this to their learning about man-made waterproof materials.

Staff check pupils' learning so that they can correct any misconceptions. Typically, pupils learn well across the curriculum. However, in some subjects, the knowledge, and skills that pupils need to learn and by when are not as well-thought-out.

In these subjects, some pupils do not learn as well as they should.

From the early years upwards, the school quickly identifies pupils with special educational needs and/or disabilities (SEND). It works closely with parents and carers and outside agencies to meet these pupils' needs.

Staff receive the necessary training to support pupils with SEND. This training helps staff make the required adaptations to learning, allowing pupils with SEND to access the same curriculum as their peers. As a result, pupils with SEND achieve well.

Pupils benefit from an exemplary personal, social and health education that prepares them exceptionally well for life in and beyond the classroom. This includes an extensive programme of enrichment experiences, including visits, residential trips, visiting speakers, assemblies, and clubs. Pupils learn about different types of families.

As a result, they value the similarities and differences among themselves and their friends. Pupils show remarkable empathy towards those with additional needs. They are well-informed about how to stay safe in their local area.

Pupils understand rail and water safety. They make good use of the school's support for their mental health. The worry boxes and weekly well-being drop-ins offer pupils the opportunity to seek help when needed.

Pupils are polite and friendly. They play happily together at playtime and enjoy the range of activities on offer. Different zones in the playground enable pupils to spend quiet time with their friends; whilst other pupils play football and basketball.

Pupils move sensibly around school and in the hall at lunchtime.

The school places a strong emphasis on pupils' attendance and overall rates are high. The school has identified that some pupils do not attend school as regularly as they should.

Effective measures are being taken to support these pupils and their families so that their attendance improves.

Governors and trustees are united in their high aspirations for pupils. Processes are in place that ensure good communication between the trust, the local governing board, and the school.

Leaders develop staff through useful training opportunities and consider their workload carefully, which staff appreciate highly. As a result, staff feel valued and enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not identified the important knowledge that pupils need to know and when this should be taught. This makes it more difficult for teachers to ensure that pupils acquire and remember essential subject knowledge over time. The school should ensure that teachers are clear about the important knowledge that pupils need to learn in these subjects.

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