Bowling Park Primary School
phone: 01274 770270
principal: Mr Stuart Herrington
612 pupils capacity: 117% full
355 boys 49%
365 girls 51%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 416552, Northing: 431135
- GPS coordinates
- Latitude: 53.776, Longitude: -1.7503
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 26, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Bradford East › Little Horton
- Urban > 10k - less sparse
- Free school meals %
- Ryan Middle School BD58BT
- 0.1 miles The Fountain BD58BP (127 pupils)
- 0.2 miles St Stephen's CofE Primary School BD57HU (450 pupils)
- 0.2 miles Woodroyd Middle School BD58EL
- 0.2 miles Primary Pupil Referral Unit BD58DB (26 pupils)
- 0.3 miles Roundthorn School BD57TB
- 0.3 miles TLG The Education Charity BD58HH (30 pupils)
- 0.4 miles Newby Primary School BD57DQ (528 pupils)
- 0.4 miles St Matthew's CofE Primary School and Nursery BD58HT (493 pupils)
- 0.4 miles Dixons City Technology College BD57RR
- 0.4 miles Dixons City Academy BD57RR (1087 pupils)
- 0.4 miles Rise Mentoring BD47EX (8 pupils)
- 0.6 miles Bankfoot Primary School BD59NR (341 pupils)
- 0.6 miles St Joseph's Catholic Primary School BD50RB (397 pupils)
- 0.6 miles Crystal Gardens Primary School BD57PE (139 pupils)
- 0.6 miles Oastlers School BD47RH (26 pupils)
- 0.7 miles Marshfield Primary School BD59DS (473 pupils)
- 0.7 miles Priestman Middle School BD59DS
- 0.7 miles Bowling Community College BD47QT
- 0.7 miles Bradford Cathedral Community College BD47QT
- 0.7 miles Education in Hospital 1 (Airedale) C/O Learning Support Service, Education Bradford BD47EB (5 pupils)
- 0.7 miles Bradford District PRU BD47EB (183 pupils)
- 0.7 miles Rainbow Primary School BD50HD (167 pupils)
- 0.8 miles Usher Street Primary School and Nursery BD47DS
Bowling Park Primary School
New Cross Street, West Bowling, Bradford, West Yorkshire, BD5 8BT
|Inspection dates||26–27 February 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| This is a happy and improving school where |
Teaching is good. Lessons are interesting
The leadership and management of the
Pupils are courteous and considerate. Their
pupils from a range of different backgrounds
get on very well together.
with a wide variety of activities.
school, including that of the governing body,
are good. The headteacher is an inspirational
leader who has driven significant
improvement since the last inspection. The
role of subject leaders is stronger. Leadership
is effectively improving the quality of teaching
and pupils’ achievement.
spiritual, moral and social development is
strong as a result of the rich and varied range
of experiences provided by the school.
| From starting points that are much lower than |
Children in the Early Years Foundation stage
Pupils feel very safe and secure and enjoy
Pupils at the early stages of learning English as
is typical for this age pupils make good
progress as they move through the school.
receive a good start to their education as a
result of the stimulating teaching and high
levels of care they receive.
coming to school, with the result that they
an additional language and those pupils
supported by the pupil premium are very well
guided by the school. Consequently, they make
as good and sometimes better progress, than
| Not enough teaching is outstanding and there |
is a small amount of teaching still requiring
improvement. In some lessons the most-able
pupils are not challenged enough and pupils
are not always clear how to improve.
| Although progress in mathematics is good it is |
not as strong as in reading and writing. Pupils
are not always skilful when solving problems.
|Inspection report:||Bowling Park Primary School, 26–27 February 2013||2 of 9|
Information about this inspection
- Inspectors observed 32 lessons taught by 28 members of staff. Six lessons were carried out as
joint observations with the headteacher.
- Meetings were held with staff, pupils and members of the governing body. A meeting was also
held with a representative of the local authority.
- Inspectors observed the school’s work and looked at several documents including its plan for
future development. Additionally, records of pupils’ progress, arrangements for safeguarding and
documentation on the monitoring of teachers’ performance were scrutinised.
- Inspectors analysed the 20 responses to the online questionnaire (Parent View). Inspectors also
spoke to parents as they visited the school and looked at the results of the school’s own parental
- Inspectors listened to pupils read.
|Ray Biglin, Lead inspector||Additional Inspector|
|Jennifer Firth||Additional Inspector|
|Peter Allen||Additional Inspector|
|Pamela Davenport||Additional Inspector|
|Inspection report:||Bowling Park Primary School, 26–27 February 2013||3 of 9|
Information about this school
- The school is larger than most primary schools.
- Pupils are taught on two sites, approximately one mile apart.
- The proportion of pupils supported through school action is above average.
- The proportion supported at school action plus or with a statement of special educational needs
is below average.
- The proportion of pupils known to be eligible for pupil premium (additional funding provided for
children in local authority care, those from service families and those known to be eligible for
free school meals) is well above the national average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- Pupils come from a variety of ethnic backgrounds. Most pupils are from a British Asian Pakistani
background. White British and Gypsy Roma pupils make up the next two most significant groups.
Nearly three-quarters of the pupils speak English as an additional language.
- A significant number of pupils enter the school in the early stages of learning English as an
- The number of pupils leaving or joining the school part way through the year is well above
- The school has been awarded the Investors in Pupils Award.
What does the school need to do to improve further?
- Increase the quality of teaching and rate of pupils’ progress, especially in mathematics, to
ensuring the work given to the most-able pupils is always hard enough
providing more opportunities for pupils to improve their work in response to teachers’
comments in their books
increasing opportunities for pupils to solve mathematical problems in all subjects, including the
Early Years Foundation Stage, not just in mathematics.
|Inspection report:||Bowling Park Primary School, 26–27 February 2013||4 of 9|
|The achievement of pupils||is good|
- When children enter Nursery they do so with skills and abilities that are much lower than usually
seen for this age, particularly in language, mathematics and some aspects of personal
development. These weaker aspects are given priority with practical activities and role play.
Children are keen to learn, play happily together and share their toys. This was seen when a
group of boys played imaginatively with a table-top activity as they explored fantasy stories.
Overall progress is good and pupils start in Year 1 with more confidence in basic skills that
prepares them well for learning.
- Children develop effectively the basic skills of linking letters and the sounds they make and, as a
result, are well placed to develop confidence in reading and writing. The school’s systematic
approach to the teaching of letters and sounds is clearly having an impact on pupils’ progress.
- Pupils continue to make good progress as they move from Year 1 to Year 6. Although the
standards reached by pupils at the end of Key Stage 1 remain below average, they have
improved over the last two years and current standards of work indicate further improvement.
- Attainment at the end of Key Stage 2 is below average. Standards are affected by the number of
pupils who start school at different times during Key Stage 2. Although they make good progress
there is not always enough time for them to reach the level expected for their age. Nevertheless,
attainment is rising and reading and writing are much closer to average. An increasing number
of pupils are achieving the expected level (Level 4) and beyond (Level 5) in English and
mathematics. Progress is improving and over a third of pupils made more than expected
progress in both reading and writing.
- Older pupils read with confidence and expression and the school works effectively to improve
reading standards for all pupils. Children enjoy books and were keen to talk to members of the
inspection team about their reading habits. As one Year 6 pupil said, ‘I learn something every
day from reading books.’ Many write well, showing improvement in grammar and punctuation
skills. Although pupils show accuracy in number skills they lack the ability to apply these skills to
- The school promotes equal opportunities well. As a result disabled pupils and those with special
educational needs make good progress. Those pupils supported by the pupil premium (including
those eligible for free school meals) make as good progress as their class mates. The additional
support enables them to reach standards slightly higher than those of other pupils in the school
although they are a term behind similar pupils nationally.
- A significant proportion of pupils enter the school at the early stages of learning to speak English
as an additional language. These pupils are fully integrated into the school and quickly make
|The quality of teaching||is good|
- Teaching has improved since the last inspection because leaders and subject leaders regularly
check the quality of lessons and provide staff with good professional support in order to
improve. There is some teaching that is outstanding, much of it is good and a small proportion
- Teachers plan their lessons effectively and in the best lessons work is always carefully matched
to pupils’ individual needs. However, in some lessons the work given to the most-able pupils is
not always hard enough or, where it is, they do not always move to it swiftly enough. For
instance, in a mathematics lesson on measuring capacity, the most able, as part of a carousel of
activities, spent too much time on activities which were too easy for them.
- Relationship between pupils and staff are good and learning takes place in an orderly
atmosphere. In the best lessons pupils learn at a brisk pace and no time is wasted.
- Pupils particularly enjoy lessons where there are opportunities for independent learning and
activities are fun. In one class children really enjoyed writing their own pieces about blue
|Inspection report:||Bowling Park Primary School, 26–27 February 2013||5 of 9|
- Reading is taught well and from the start teachers are skilled in helping children develop their
skills in letters and sounds. All classes start the day with individual reading time and the
importance of reading is reinforced at the start of every afternoon when guided reading takes
place. All pupils have access to a wide range of high quality reading books. Consequently, pupils,
including those in the early stages of learning English as an additional language and who join the
school at different times of the year, make good progress with their reading.
- The teaching of mathematics is effective. Pupils make good progress especially in basic number
calculations because lessons often include practical activities. Teaching of how to solve problems
and extend pupils’ skills across the curriculum is not as strong.
- Pupils’ books are thoroughly and consistently marked by their teachers. Comments praise hard
work and suggest what pupils could do to make their next piece of work better. Although pupils
are encouraged to respond to the advice they are given, they do not always do this and
consequently opportunities to improve their work are missed. This especially slows improvement
in attainment in writing.
- Throughout the school there are a good variety of resources available to help children learn, and
teachers ensure that their classrooms are welcoming with stimulating displays. Information and
communication technology are used particularly well. For example, children can use electronic
tablets and post answers on the school ‘blog’.
- The school employs a number of well trained teaching assistants who skilfully and sensitively
help pupils who need extra support, particularly in reading, writing and mathematics.
- The school arranges small group teaching led by qualified teachers for those pupils for whom
English is an additional language or who are new to learning English.
|The behaviour and safety of pupils||are good|
- Pupils’ behaviour is typically good both in classrooms and around the school. The school is a
harmonious one and pupils fully understand the importance of good behaviour. They are
courteous and helpful.
- The vast majority of parents and pupils and all members of staff agree that behaviour is good.
Any incidents of inappropriate behaviour are quickly resolved. There is a behaviour-management
system in place which is clearly understood by pupils and consistently applied by staff. As one
parent said, ‘The school feels like a family.’ Pupils help one another and the whole school is very
inclusive and a place where every pupil really does matter. At lunchtimes older pupils organise
games for younger children and make sure that no one is left out.
- The school recognises the importance of pupils’ attitude to one another and in conjunction with
a local museum has trained a group of pupil ‘peacemakers’ whose job is to help fellow pupils
sort out any arguments.
- There are few instances of bullying and pupils are fully confident that the staff take any such
occurrences seriously and therefore feel safe, secure and well cared for. They understand the
different kinds of bullying including cyber bullying and know how to deal with them
- Attendance has improved since the last inspection and pupils now attend regularly and far fewer
are away for any significant length of time.
|Inspection report:||Bowling Park Primary School, 26–27 February 2013||6 of 9|
|The leadership and management||are good|
- The inspirational headteacher has gained the full confidence and support of all staff in his drive
for improvement. Staff are happy and determined to raise achievement for all pupils. As one
teacher said, ‘I am proud to be a member of the team.’ There is a clear understanding about
priorities and the school is well placed to continue the improvements.
- Subject leaders manage their subjects effectively. They regularly check how well pupils are doing
and use information gleaned to make adjustments to provision and support teachers. All staff
have recently been trained in the teaching of letters and sounds, which is having a positive
impact on progress in reading. As a result progress is improving.
- Teaching is checked and staff informed what to do to improve. Only a few variations remain
between classes. Teachers are set targets based on their teaching and pupils’ progress. This has
improved teaching because it ensures that teachers only move up the pay scale when they can
clearly demonstrate that their teaching is good enough to secure good achievement.
- The school has good relationships with parents. Parents are well informed and various events for
parents, such as coffee mornings, help them understand their child’s work. As one parent wrote,
‘There are no barriers between the school and parents.’
- The pupil premium is used well to ensure that all pupils have an equal opportunity to do well.
The school has used this extra funding in a variety of ways but primarily to fund additional small
group teaching in English and mathematics.
- Pupils are provided with a curriculum that meets their needs and the use of themes enthuses
pupils. For example, pupils in Year 4 study the topic ‘War and Peace’. Although this approach
encourages writing, as yet it does not provide pupils with sufficient opportunities to practise and
improve their mathematical problem-solving skills.
- The school makes a strong contribution to pupils’ spiritual, moral, social and cultural
development. There are many opportunities for pupils to take part in sporting and cultural
activities as well as residential trips, such as the annual visit to Whitby. Pupils are also actively
involved in checking their learning and continually encouraged to ‘Go the extra mile’ so as to get
the most out of their lives.
- The local authority provided a range of support after the last inspection but recently it has
adopted a more ‘light touch’ approach as the school has improved. Additionally, the school
engages a number of consultants to offer advice.
- The governance of the school:
Governors have a clear understanding of how the school is performing and provide challenge
to school leaders. They review information about pupils’ progress and understand that the
priority for the school is to continue to raise achievement for all pupils, particularly in
mathematics. School finances are managed well and the governors have used the extra pupil
premium money to help these pupils improve their basic skills. Governors are fully involved in
checking the quality of teaching. They know that teachers’ targets are linked to improvements
in teaching and progress and are linked to pay awards. They ensure that the school is a safe
and secure place for pupils to learn and all statutory safeguarding requirements are met.
|Inspection report:||Bowling Park Primary School, 26–27 February 2013||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Bowling Park Primary School, 26–27 February 2013||8 of 9|
|Unique reference number||107234|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||706|
|Appropriate authority||The governing body|
|Date of previous school inspection||9 June 2010|
|Telephone number||01274 770270|
|Fax number||01274 770271|