Bolton-on-Swale St Mary's CofE Primary School
phone: 01748 818401
headteacher: Mrs Nicola Dobson
99 pupils capacity: 91% full
50 boys 56%
40 girls 44%
Last updated: June 20, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 425104, Northing: 499751
- GPS coordinates
- Latitude: 54.393, Longitude: -1.6149
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 16, 2012
- Diocese of West Yorkshire and the Dales
- Region › Const. › Ward
- Yorkshire and the Humber › Richmond (Yorks) › Brompton-on-Swale and Scorton
- Hamlet and Isolated Dwelling - less sparse
- Free school meals %
- 0.3 miles Scorton Endowed School DL106DS
- 1.1 mile Michael Syddall Church of England Aided Primary School DL107LB (167 pupils)
- 2 miles Brompton-on-Swale Church of England Primary School DL107JW (207 pupils)
- 3.2 miles Colburn Community Primary School DL94LS (226 pupils)
- 3.3 miles North and South Cowton Community Primary School DL70HF (45 pupils)
- 3.8 miles Kirkby Fleetham Church of England Primary School DL70SA (33 pupils)
- 4.1 miles Catterick Garrison, Le Cateau Community Primary School DL94ED (387 pupils)
- 4.1 miles East Cowton Church of England Primary School DL70BD (37 pupils)
- 4.1 miles Hackforth and Hornby Church of England Primary School DL81PE (24 pupils)
- 4.1 miles Hipswell Church of England Primary School DL94BB (167 pupils)
- 4.1 miles Risedale Sports and Community College DL94BD (408 pupils)
- 4.2 miles Middleton Tyas Church of England Primary School DL106SF (159 pupils)
- 4.3 miles St Francis Xavier School DL107DA (464 pupils)
- 4.4 miles Richmond Methodist Primary School DL107BH (313 pupils)
- 4.4 miles St Mary's Roman Catholic Primary School, Richmond DL107DZ (160 pupils)
- 4.5 miles Richmond School DL107BQ (1565 pupils)
- 4.7 miles Wavell Community Junior School DL93BJ (210 pupils)
- 4.7 miles Catterick Garrison, Wavell Community Infant School DL93BJ (248 pupils)
- 4.8 miles Richmond Church of England Primary School DL104NF (290 pupils)
- 5.1 miles Catterick Garrison, Carnagill Community Primary School DL93HN (206 pupils)
- 5.4 miles Gilling (Richmond) CofE Primary School DL105JW
- 5.4 miles Gilling (Richmond) CofE Primary School DL105JW
- 5.5 miles Assumption School DL104EP
- 5.6 miles Assumption School DL104HW
Bolton-on-Swale St Mary's CofE
|Inspection date(s)||16–17 January 2012|
|Unique Reference Number||121604|
|Local authority||North Yorkshire|
|Inspect ion number||380280|
|Inspect ion dates||16–17 January 2012|
|Lead inspector||Gordon Potter|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||97|
|Appropriate authority||The governing body|
|Date of previous school inspection||27 September 2006|
|Telephone number||01748 818401|
This inspection was carried out with two days' notice. The inspector observed 12
lessons taught by 4 teachers, including joint lesson observations and visits to several
classes with the headteacher. The inspector held meetings with representatives of
|Gordon Potter ||Additional inspector |
the governing body, staff, pupils, parents and carers, and spoke to the school’s most
recent external development partner. The inspector observed the school’s work, and
looked at a range of school policies and documentation relating to safeguarding and
strategic planning, examples of pupils’ work, assessment data and monitoring
records. He also scrutinised the 58 questionnaires returned by parents and carers as
well as questionnaires from pupils and 7 staff. No responses to the on-line
questionnaire (Parent View) were available to assist in planning the inspection.
Information about the school
This school is much smaller than the average-sized primary school. Almost all pupils
are from White British backgrounds. The proportion of pupils known to be eligible for
free school meals is well below average. The percentage of pupils supported at
School Action is below average. The proportion of pupils with special educational
needs at School Action Plus and/or with a statement of special educational needs is
below average. This group includes pupils who have significant behavioural
difficulties. The school has achieved Activemark and Healthy School status, BECTA
mark for ICT and the Eco-Schools Green Flag. The school has met government floor
standards in two of the past three years. These are minimum standards set for
pupils’ attainment and progress.
The headteacher has been in post since April 2010. There has been some turbulence
in staffing, including unavoidable long-term absence, since the school was previously
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. Pupils, parents and carers are very positive about the
school and its inclusive ethos. They welcome the way it develops pupils’ strong
social, moral, spiritual and cultural awareness, keeps them safe, and
encourages them to behave well and to have high attendance.
- Pupils’ achievement is good. Attainment at the end of Year 2 and Year 6 is
typically above average and is often high. In 2011, a lower proportion than
usual of Year 6 pupils achieved the nationally-expected levels in mathematics.
This was a result of disruptions to learning which slowed pupils’ progress. As a
result of initiatives taken by the headteacher, the attainment of pupils currently
in school is above average and they make good progress from starting points in
the Reception class that are in line with expectations. The headteacher is
determined to regain the previous high standards seen in the school and has
implemented a number of effective initiatives to do this.
- Teaching is good. It is good and often outstanding in the Early Years
Foundation Stage and in Key Stage 1. Teaching in Key Stage 2 has been
affected by unavoidable staff absence, but with a return to staffing stability, it is
now good and improving. Marking and target-setting are inconsistent in telling
pupils how to improve their work.
- Pupils’ behaviour is good and they say they feel safe in school. Pupils enjoy
school and say that misbehaviour is uncommon and is effectively dealt with by
their teachers. There are highly-effective procedures to support the learning of
the few pupils who find difficulty in managing their own behaviour.
- Leadership and management are good. Senior leaders know the school’s
strengths and weaknesses well. They have used performance management and
rigorous data analysis to improve the quality of teaching and the curriculum,
and to target further improvements. Staff effectively seize opportunities to
develop subject areas and contribute to school improvements. The governing
body supports and challenges senior leaders well.
What does the school need to do to improve further?
- By the summer of 2013, increase the rates at which pupils make progress and
raise attainment to previous high levels, by:
- using assessment information more consistently to ensure that work is
matched accurately to the needs of individual pupils, especially in
- giving pupils advice on how to improve their work and clear targets that
will help them understand how to achieve the next steps in their learning
- offering pupils even more opportunities to practise and apply their skills,
especially in writing and problem-solving, in subjects across the
Achievement of pupils
Children’s starting points on entry to the Early Years Foundation Stage are in line
with those expected for their age. A wide range of stimulating, engaging activities
capture children’s imagination and move their learning on quickly in all areas of their
development. They make especially good gains in their personal and social
development, and their skills in counting and linking sounds and letters. The
provision outdoors is particularly good at allowing children to investigate for
themselves and develop their independence and their creative and physical skills.
Across the school there is a coherent and systematic approach to teaching reading
with a balanced emphasis on letters and sounds and comprehension. In the Early
Years Foundation Stage and Key Stage 1, this leads to good progress and typically
above average attainment in reading at the end of Year 2. There is a similar pattern
of achievement in writing and mathematics in Key Stage 1 where pupils make good
progress to achieve standards above those expected for their age.
Attainment at the end of Year 6 is typically above average and is often high. In 2011,
the large majority of pupils attained expected levels in reading and writing. Although
they made satisfactory progress from their starting points in the Reception class,
some disruptions to staffing had slowed their progress, particularly in mathematics,
in Key Stage 2. Evidence seen during the inspection indicates that as a result of
strategies implemented by the headteacher, progress for pupils currently in school is
good and attainment is above average. Pupils show good achievement in sport,
music, art, drama and the humanities.
Pupils with special educational needs, including pupils with a statement of special
educational needs and behavioural difficulties, make good progress due to a detailed
analysis of their needs and tracking of their achievements. A review of the provision
for these pupils has ensured programmes of support are effective in closing gaps.
Most parents and carers believe that their children are making good progress. In
lessons seen during the inspection this was the case, particularly in Key Stage 1 and
in those lessons where teaching was clearly focused and offered pupils opportunities
to engage with tasks which were at the correct level of challenge. For example, able
pupils in Years 1 and 2 were challenged to extend their problem-solving skills by
calculating how much money they had spent and what items they could buy with
that amount. Occasionally, in some lessons in Key Stage 2 there are low-level
activities which do not effectively engage pupils or allow them sufficient time to
engage with tasks and this slows progress.
Quality of teaching
In the best lessons, teachers make learning stimulating, explain clearly to pupils
what they will learn and how they will know if they have succeeded. They employ
interactive whiteboard technology well to engage pupils, and plan effective
opportunities for pupils to learn through practical activities, including research, role-
play, games and investigations. In an outstanding lesson in the Reception and Year 1
class, for example, children were enthralled by their investigation of the ice which
had formed in the water tray and by their re-enactment of the story of ‘The Three
Little Pigs’. Teachers use questions well to check what pupils already know and that
they have made progress. Lessons have a measured pace which helps pupils to
consolidate knowledge and assimilate new learning, for example when pupils
analysed their response to advertising posters. There are strong relationships and
teachers and teaching assistants interact well with pupils to support them in their
Occasionally work is not well-matched to the abilities of individual pupils and does
not offer sufficient challenge. For example, in some English and mathematics
lessons, teachers spent too much time explaining and modelling activities or checking
understanding, offering pupils too little time to engage with tasks. Marking is done
regularly and is well-used to tell pupils how successful they have been in specific
tasks. It is used less successfully to tell pupils how to improve their work. In some
classes, pupils have clear short-term targets which help them to take the next steps
in their learning, but this approach is inconsistent across school.
The impact of the planned curriculum is good. There are many activities which help
pupils to see the links between subjects and to develop and apply important skills,
including teamwork and writing. For example, work on topics such as the Vikings,
Egypt and the weather, or life in Kenya, develops imagination, writing and research
skills. In these cases the impact of teaching on spiritual, moral, social and cultural
development is good. There are opportunities for pupils to write at length in subjects
across the curriculum and to solve problems and apply their skills in mathematics.
However, there are occasions when this approach could be developed further. Pupils
in Key Stage 1 benefit from the extension of the Early Learning Goals and the
practices which have served them well in the Early Years Foundation Stage.
Behaviour and safety of children
Pupils enjoy school, are very polite to adults and respectful of each other and their
school surroundings. Their attendance is high. The vast majority of pupils behave
well in lessons, around school and when at play. Most parents and carers responding
to the inspection questionnaires agree that overall there is a good standard of
behaviour at the school, but there are a few who express concerns about behaviour
in lessons. Good behaviour was evident in all lessons observed during the inspection.
The inspector talked to many pupils during playtimes and more formally in group
discussions. They say that behaviour strategies are used effectively and that the few
pupils who find good behaviour difficult respond well to rules and rewards. Indeed
these systems help to promote self-discipline and a strong sense of right and wrong
for all pupils. Pupils particularly like the praise system which encourages them to
achieve well, work hard and develop teamwork and social skills.
Pupils say that bullying is not a problem. ‘Buddies’ help the youngest children settle
quickly into school. Pupils feel safe and know that the teachers and other adults in
school will help with any problems if they arise. The school council works very hard
on behalf of other pupils and its members are particularly proud of the actions they
have initiated to improve aspects of school life and improvements in pupils’
Leadership and management
The headteacher, very ably supported by the Early Years Foundation Stage leader
and the governing body, has a clear vision and a purposeful approach to driving
school improvement. Well-targeted professional development and the sharing of
good practice are focused on improving the effectiveness of leaders at all levels and
the quality of teaching. Robust monitoring and self-evaluation highlights the right
priorities for improvement with clear action plans in place. This rigour in self-
evaluation ensures that the school has a clear understanding of its strengths and
The school’s capacity to improve further is good. All subject leaders consistently
apply the school’s procedures to monitor and plan initiatives which have improved
teaching and the curriculum and tackled a decline in attainment. Leadership
responsibilities are distributed effectively to include all staff and they have a clear
overview of teaching and learning. The school has refined its system for tracking
pupils’ progress and this enables them to identify swiftly groups and individuals who
need additional support to close any gaps in their learning. The school has a clear
commitment to and effective systems for promoting equality of opportunity and
tackling discrimination. Safeguarding procedures meet the current government
The school has a range of effective partnerships; for example, to provide
opportunities in music and sport; and to support pupils who have a range of
learning, emotional and behavioural needs and their families. The governing body is
highly-supportive of the school, effectively manages the resources of this small
school and provides a good level of challenge.
The curriculum is good. There is a strong focus on developing basic skills in English
and mathematics and pupils’ confidence in the use of information and communication
technology (ICT). There are many interesting activities to develop reading, including
opportunities for the most-able pupils to develop their skills in literary analysis. Well-
planned enrichment activities, including visits to residential centres, places of worship
and to museums, visits from dancers and writers, help to develop pupils’ strong
understanding of other faiths and cultures. Accordingly, pupils’ social, moral, spiritual
and cultural development is good. This is further enhanced by the school’s emphasis
on developing pupils’ interest in local history and a detailed programme of religious
education. There are many popular extra-curricular clubs which promote learning and
enjoyment in sporting, arts and environmental activities.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that is |
good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school |
is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||15||50||29||5|
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics a bout
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primar y academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add up exactly to 100.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning and |
development taking account of their attainment.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Behaviour||how well pupils behave in lessons, with emphasis on their |
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
|Capacity to improve:||the proven ability of the school to continue improving based |
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
|Leadership and |
|the contribution of all the staff with responsibilities, not just |
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are developing
their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their inspection of
|Progress:||the rate at which pupils are learning in lessons and over |
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
|Safety||how safe pupils are in school, including in lessons; and their |
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
18 January 2012
Inspection of Bolton-on-Swale St Mary's C of E Primary School, Richmond,
Thank you for making me so welcome when I inspected your school. I particularly
enjoyed your singing and your music-making, and talking to you about your school
and your work. I was impressed by your politeness and the care you show for one
another so that you behave well and feel safe. Your excellent attendance is also
You go to a good school and your headteacher and the governing body know how to
make it better. Your teachers look after you well and make your lessons fun,
although occasionally some activities are not challenging enough. You told me that
you look forward to coming to school because you like your teachers, your lessons
and after-school clubs and visits. Your parents and carers like the school very much.
Your teachers have agreed that they can help your school to improve even more by:
- helping you reach higher standards at the end of Year 6 by making sure that all
the information that teachers have about how well you are doing is used to
plan work that is at the right level for all of you, especially in mathematics
- making sure that you know how to improve your work and have clear targets
which help you to take the next steps in your learning
- giving you even more opportunities to practise your skills, especially writing and
problem-solving, in all your subjects.
You can help by continuing to do your best. I wish you every success in the future.