Spindle Point Primary School
phone: 01204 333458
headteacher: Mrs Susan Johnson
210 pupils capacity: 117% full
115 boys 47%
130 girls 53%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 375994, Northing: 404158
- GPS coordinates
- Latitude: 53.534, Longitude: -2.3636
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 12, 2013
- Region › Const. › Ward
- North West › Bolton South East › Kearsley
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.5 miles St Stephen's CofE Primary School BL48PB (212 pupils)
- 0.7 miles St Saviour CofE Primary School, Ringley M261EU (175 pupils)
- 1 mile George Tomlinson School BL48HY
- 1 mile Wardley CofE Primary School M279XB (220 pupils)
- 1 mile St Ambrose Barlow RC High School M279QP (905 pupils)
- 1 mile Wardley High School M273QP
- 1 mile Kearsley Academy BL48HY (446 pupils)
- 1.1 mile Prestolee Primary School M261HJ (264 pupils)
- 1.2 mile Kearsley West Primary School BL49BZ (245 pupils)
- 1.2 mile St Paul's CofE Primary School M283HP (233 pupils)
- 1.3 mile Clifton Primary School M276PF (330 pupils)
- 1.3 mile St Paul's CofE Primary School M283NZ (193 pupils)
- 1.4 mile Grosvenor Nursery School BL48AR (100 pupils)
- 1.4 mile St John CofE Primary School, Kearsley BL48AP (195 pupils)
- 1.4 mile Mossfield Primary School M276EH (310 pupils)
- 1.4 mile Christ The King RC Primary School M283DW (238 pupils)
- 1.5 mile St Peter's CofE Primary School BL49JT (264 pupils)
- 1.5 mile St Gregory's RC Primary School, Farnworth, Bolton BL48AJ (215 pupils)
- 1.5 mile The Swinton High School M276JU
- 1.5 mile Mossfield Junior School M272EQ
- 1.5 mile Mossfield Infant School M272EQ
- 1.5 mile The Swinton High School M276JU (742 pupils)
- 1.6 mile North Walkden Primary School M283QD (195 pupils)
- 1.6 mile St Charles' RC Primary School M279PD (251 pupils)
Spindle Point County
Moss Lane, Kearsley, Bolton,BL4 8SE
|Inspection dates||12–13 June 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
| The work of the headteacher, well supported |
The quality of teaching is good. Teachers
Pupils’ behaviour is good and this contributes
Pupils of all abilities achieve well. Standards
by a strong staff team and governing body,
has led to a number of recent improvements.
promote learning well and demonstrate good
subject knowledge. This is due to regular
checks on the quality of teaching and
effective staff training.
strongly to the good learning in most lessons.
Attendance is above average. The school
helps its pupils to know how to keep
by the end of Year 6 are above average in
reading, writing and mathematics.
| Children make an excellent start to school in |
Pupils are treated with respect and as valued
Pupils enjoy a good variety of exciting
the Nursery. They respond well to a good
range of stimulating activities in the Early
Years Foundation Stage and are confident and
curious about the world around them
individuals in an atmosphere of care and
support. As a result they are considerate and
take good care of each other. They are
welcoming and courteous to visitors.
additional activities throughout the school year,
including visits, visitors and a residential stay
for Year 6.
| Occasionally, teachers do not provide work at |
Leaders and managers do not give clear,
the right level for all groups of pupils in the
class, particularly those of the highest
measurable indicators of success and precise
timescales on improvement plans.
| Teachers’ marking in some books is very good |
and really helps pupils to move forward in their
learning. However, this good practice is not yet
consistent across the school.
Information about this inspection
- The inspectors observed 20 lessons delivered by seven teachers, including joint observations
with the headteacher and the deputy headteacher. In addition, the inspectors made a few short
visits to observe pupils’ learning and to hear some pupils read.
- Meetings were held with the headteacher, senior leaders and managers, staff, members of the
governing body, a local authority representative and groups of pupils.
- The inspectors observed the work of the school and looked at a number of documents,
including: the school’s own information about pupils’ progress; planning and monitoring of
teaching; safeguarding information; and the minutes of governors’ meetings.
- Inspectors took account of 24 responses to the online survey (Parent View), comments from
three parents by letter and also the 21 responses to the inspection questionnaire for staff.
- The school has been through a number of staffing changes since the previous inspection, some
temporary due to staff on maternity leave.
- The school has a breakfast and after-school club on site which is managed by the school and
|Barbara Flitcroft, Lead inspector||Additional Inspector|
|Peter Martin||Additional Inspector|
Information about this school
- This is an average-sized primary school. The proportion of pupils known to be eligible for the
pupil premium is lower than the national average. (This is additional funding for those pupils
who are known to be eligible for free school meals, children from service families and those
children that are looked after.)
- The proportion of disabled pupils and those with special educational needs supported at school
action plus or with a statement of special educational needs is slightly below that found in most
schools. The proportion supported at school action is lower than in most schools.
- The proportion of pupils from minority ethnic groups, including those who are learning English as
an additional language, is below that found nationally.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching so that more pupils make better than expected
extending the excitement, innovative planning ideas and inspirational teaching strategies, seen
in the best lessons, throughout the school
providing work of differing levels to sufficiently challenge the whole range of learning needs of
the pupils, particularly for the highest-ability pupils
encouraging pupils to present work to their best standard in all subjects
making sure that the best practice at marking and giving helpful feedback to pupils becomes
common throughout the school and across the different subjects.
- Leaders and managers should include focused measures of success and precise timescales on
improvement planning documents so that the success of actions taken can be determined.
|The achievement of pupils||is good|
- Children start in the Nursery class with levels of knowledge and understanding below those
expected typically for their age. The school offers good indoor activities across the Early Years
Foundation Stage, with exciting outdoor learning for Nursery children and making the best use
that it can of the space available for Reception children. The children make good progress so
that the gap between their levels and those typically found nationally has narrowed by the time
they enter Year 1.
- The school’s results in the 2012 Year 1 reading check were above average because of the good
phonics (linking letters with the sounds they make) teaching which gets off to a fine start in
Nursery. Standards at the end of Year 2 are consistently broadly average, which represents good
progress from their low starting points.
- Standards at the end of Year 6 in 2011 were not as high as previous years and dipped to well
below national average in writing, caused by a small minority of pupils just missing their targets.
The school has worked hard to make sure that standards were above average in 2012 and are
likely to be so again in 2013. This is supported by lesson observations and scrutiny of pupils’
- Disabled pupils and those with special educational needs are well supported and make good
progress. Those pupils who are eligible for pupil premium also make good progress as a result of
additional support carefully targeted by senior leaders. Consequently, the gap between levels of
attainment is closing in English and mathematics. All groups of pupils make expected progress
and a high proportion of these exceed expectations.
- Girls perform slightly better than boys. The school has recognised this and purchased new
reading books, introduced writing opportunities across the whole curriculum and by promoting
reading in order to improve boys’ progress. A brand new library facility and an innovative
approach to reading are helping to boost pupils’ reading skills.
- Dedicated support staff help pupils with their learning and build successful relationships to
develop the pupils’ confidence in their own abilities.
- Pupils’ progress in reading, writing and mathematics is tracked rigorously as they move through
school. This is useful in identifying any pupils who are falling behind so that they can be given
some additional help.
|The quality of teaching||is good|
- Overall, teaching is good with a few lessons outstanding. This leads to good progress across the
school. Some pupils exceed expectations; consequently, a few pupils make outstanding
- Good teaching enables pupils of all backgrounds and abilities to learn successfully during their
time in school. Teachers plan lessons well, sharing with pupils what is to be learned and, in the
best lessons, how they can judge successful learning for themselves and for their peers.
- In most lessons, learning moves along at a good pace but, in a small minority of lessons, the
pace of learning slows after a good start. This is sometimes due to pupils chatting and becoming
- Good use is made of resources, including information and communication technology, to
motivate pupils and enhance their learning. Marking of pupils’ work is up to date and, in the best
cases, next steps in learning are indicated by the teacher with a response from the pupils;
however, this practice is not yet consistent.
- Good progress is shown in the pupils’ books for all ability groups, but different activities to
challenge all levels of learners are not used widely enough. The work expected of higher-ability
pupils is sometimes not sufficiently challenging for them to achieve their best.
- Work in books and displays around the school show that pupils are given many opportunities to
read and write for an audience, and also in many areas of the curriculum. The school has gained
the Basic Skills Quality Mark for promoting the basic skills of reading, writing and mathematics
across the curriculum. As one boy said, ‘I love literacy. I’m not the best but I learn lots of new
- In one good literacy lesson, pupils followed instructions on how to make a sandwich. The recipes
for these had been written in a previous lesson by other pupils in their class. At the end of the
lesson, they evaluated each other’s work with two praise comments and one piece of advice for
improvement. Later in the day, they were given the chance to eat their delicious concoctions.
- Teachers and teaching assistants work well in partnership to meet the needs of disabled pupils
and those who have special educational needs. The quality of support is good and pupils are
given opportunities to work independently. Importantly, pupils of all abilities have equal
opportunities to respond to questions in class or group discussions.
|The behaviour and safety of pupils||are good|
- The school is a calm, friendly and well-ordered place in which to learn and work. There is a good
sense of teamwork amongst the staff.
- Pupils’ behaviour is typically good, both in the classroom, where most children listen carefully
and try their best with their work, and around the school. Pupils demonstrate positive attitudes
to learning in lessons, good manners and courtesy to adults in school. This contributes to the
good progress seen in lessons.
- Pupils’ behaviour is managed well by teachers and support staff. In a few lessons, a little low-
level disruption is sometimes seen, especially when the pace of learning slows down.
- Pupils from different ages work well together and care for each other. Some older pupils are play
leaders – the fun bunch and encourage younger pupils to play well together. Older pupils
provide good role models.
- Pupils say they feel safe at school, and this is supported by the views of most parents. Pupils say
there is no significant bullying and they are confident that, if any did occur, they could trust the
staff to deal well with it. Pupils are knowledgeable about different types of bullying, especially
regarding new technology. Pupils are confident to share their worries with staff because they
- The school makes sure that pupils know how to keep themselves safe and prepares them well
for the future. Visitors such as the police, lifeguards and road safety officers come to school to
help the pupils to learn about road, railway and water safety.
- Pupils respond well to the strong spiritual, moral, and social guidance they receive. They develop
positive attitudes to life and learning through the teaching of common values and expectations
through short but powerful assemblies and personal and social education. They have a clear
sense of right and wrong and embrace new experiences enthusiastically.
- Strong cultural development opportunities are in place. These are enhanced by links with
another local primary school and with a school in China. The school holds the International
School Award. Year 5 pupils were enthusiastic about their day of Indian dance workshops.
- The school council help to fund-raise and organise charity events. They suggest ways of
improving school at their meetings, such as by getting a canopy on the Key Stage 2 play area.
They speak enthusiastically about the walking bus.
|The leadership and management||are good|
- The headteacher, with the strong support of staff and the governing body, provides good
leadership and has steered the school successfully despite several staff changes. She used these
changes as opportunities to develop the talents of other staff who were eager to rise to the
challenge of additional responsibilities.
- The school’s accurate checks on how well it is doing have identified the appropriate key areas
for school development. Leaders know the school’s strengths and areas for development very
well. In school’s documents for improvement planning, there is a lack of timescale and
measurable outcomes on some actions. This makes success difficult to evaluate.
- Teaching is carefully monitored by senior staff and subject leaders. Useful feedback focuses on
specific improvements to raise the quality of teaching.
- Staff are well motivated and demonstrate a shared sense of responsibility and commitment to
improving the school further. They are set challenging targets, based on the quality of their
teaching and the progress pupils make in their classes, and these are reviewed annually.
- Pupils have good access to books in classrooms and in the attractive school library. They are
enthusiastic readers who take every opportunity to read with a variety of adults around school.
- The school provides a rich and imaginative curriculum experience for all its pupils, with a good
range of after-school clubs including, dance, drama, fencing, singing, art, origami and some
sports clubs. Pupils value their visits to interesting places such as Jodrell Bank, Clifton Marina
and the mining museum.
- Pupils enjoy meeting at the breakfast club and look forward to their healthy afternoon snacks at
the after-school club. This is effectively managed by the school and governing body.
- The school has a strong ethos of care, inclusion and equality. It carefully identifies pupils’ needs
and offers support for these pupils to learn alongside their peers. The headteacher, who has
been the acting coordinator for disabled pupils and those with special educational needs, has
obtained the necessary assessments, identification and support for these pupils.
- Safeguarding systems are robust and meet all requirements. These are reviewed regularly by
senior leaders and the governing body.
- The governance of the school:
The governing body provides good support and challenge for leaders and managers to ensure
that the school continues to move forward. It checks that safeguarding is secure and has
overseen arrangements for the use of pupil-premium funding. It is closely involved in the
evaluation of teachers’ performance and the impact on their pay. It has a good understanding
of the school’s standards and how these compare to other schools locally and nationally.
Governors have a sharp awareness of how effectively the school spends its budget. The local
authority provides appropriate and effective support and challenge to this good school.
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.
|Unique reference number||105196|
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||244|
|Appropriate authority||The governing body|
|Date of previous school inspection||22 June 2010|
|Telephone number||01204 333458|
|Fax number||01204 333459|