School etc

St Stephen's CofE Primary School

St Stephen's CofE Primary School
Bent Spur Road

phone: 01204 333642

headteacher: Mrs Andrea Poole

school holidays: via Bolton council

212 pupils aged 4—10y mixed gender
210 pupils capacity: 101% full

100 boys 47%


110 girls 52%


Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 375395, Northing: 404665
GPS coordinates
Latitude: 53.538, Longitude: -2.3727
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 27, 2014
Diocese of Manchester
Region › Const. › Ward
North West › Bolton South East › Kearsley
Urban > 10k - less sparse
Free school meals %

rooms to rent in Bolton

Schools nearby

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  3. 0.6 miles Kearsley Academy BL48HY (446 pupils)
  4. 0.7 miles Prestolee Primary School M261HJ (264 pupils)
  5. 0.7 miles Kearsley West Primary School BL49BZ (245 pupils)
  6. 0.7 miles St Saviour CofE Primary School, Ringley M261EU (175 pupils)
  7. 0.9 miles Grosvenor Nursery School BL48AR (100 pupils)
  8. 0.9 miles St John CofE Primary School, Kearsley BL48AP (195 pupils)
  9. 1 mile St Peter's CofE Primary School BL49JT (264 pupils)
  10. 1 mile St Gregory's RC Primary School, Farnworth, Bolton BL48AJ (215 pupils)
  11. 1.2 mile North Walkden Primary School M283QD (195 pupils)
  12. 1.2 mile St Paul's CofE Primary School M283NZ (193 pupils)
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  14. 1.2 mile Compass Centre South BL47AP
  15. 1.3 mile Bridgewater Nursery School BL47DU
  16. 1.3 mile Queen Street Primary School BL47DX
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  18. 1.4 mile St Ambrose Barlow RC High School M279QP (905 pupils)
  19. 1.4 mile Wardley High School M273QP
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  21. 1.5 mile St James CofE Primary School, Farnworth BL49QB (343 pupils)
  22. 1.5 mile All Saints CofE Primary School BL47PY (248 pupils)
  23. 1.5 mile Wardley CofE Primary School M279XB (220 pupils)
  24. 1.5 mile Magnalls Fold Community Nursery Centre M283JF

List of schools in Bolton

22 May 2014
Mr A Lasan
St Stephen's CofE Primary School
Bent Spur Road
Dear Mr Lasan

Requires improvement: monitoring inspection visit to St Stephen's CofE
Primary School, Bolton

Following my visit to your school on 21 May 2014, I write on behalf of Her Majesty’s
Chief Inspector of Education, Children’s Services and Skills to report the findings.
Thank you for the help you gave me and for the time you made available to discuss
the actions you are taking to improve the school since the most recent section 5
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in February 2014. It was carried out
under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take
further action to:

  • revise the improvement plan so that it gives precise information about the actions
    to be taken to improve the school to good and includes how leaders and
    governors will make sure these have a positive effect on pupils’ achievement over
    the next school year
  • ensure that teachers consistently support pupils’ learning by effectively using the
    new approaches to marking and feedback
  • ensure that training for teachers leads to shared understanding and
    implementation of effective practice, particularly in mathematics.
    During the visit, meetings were held with you, subject leaders for English and
    mathematics, pupils, the Chair of Governors and two other governors, a
    representative of the local authority and the school’s improvement partner.
    Documents, including the school’s improvement plan, were evaluated. Samples of
    pupils’ work from Years 2, 5 and 6 were reviewed. Classrooms were visited,
    accompanied by the headteacher.
    The headteacher is working full time at St Stephen’s. His additional role as executive
    headteacher of another local school for the spring term has ended.
    Main findings
    Senior leaders and governors responded quickly to the outcomes of the recent
    inspection. Planned actions to improve the school are being implemented. Although
    the impact of these actions is at an early stage, the pace of improvement is
    gathering momentum. Teaching has started to improve. Teachers are using learning
    from training and professional discussion to change their own practice. For example,
    in their use of tasks designed to check how particular activities have helped pupils to
    learn. Plans are in place to work with another school to improve further teachers’
    planning so that all pupils are appropriately challenged.
    Senior leaders have revised the marking and feedback policy. Although there are
    more examples of effective marking, this improvement is not consistent in all
    classes. Teachers do not always specify clearly enough what pupils are expected to
    do to improve the work in their books or check that this has been done. The school’s
    own survey work with pupils about marking in mathematics shows that very nearly
    all know what is expected in the new approach to marking but a significant
    proportion are not totally clear about what they need to do to improve their work.
    Mathematics teaching is becoming more effective. Some teachers use real-life
    examples to help pupils understand new concepts better. For example, Year 6 pupils
    respond well to challenges such as working out the perimeters and areas of their
    own homes using data taken directly from satellite images available on the internet.
    I saw very effective practice in the Reception class where early mathematics learning
    was developed through physical education activities. Displays which give pupils
    information to support their mathematics learning are now prominent in all
    classrooms. Pupils say that they use these displays to help them make progress.
    While improved teaching is supporting better learning of mathematics, teachers still
    have to develop their shared understanding of the most effective approaches. A
    programme of training has been set up to support this. Senior leaders are using
    lesson observations to check that the training is leading to improvement.
    A new approach to checking pupils’ progress has been introduced so that teachers
    can identify patterns in the achievement of individual pupils and groups more
    quickly. This information will be used in the regular meetings between leaders and
    teachers to review pupils’ progress and identify more swiftly pupils who need
    support or challenge to make progress.
    Senior leaders have re-written the school’s improvement plan. While this identifies
    broad actions to be taken, it is too concise for leaders, governors and teachers to
    check that it is being fully effective. It gives no indication of actions to be taken after
    this school year. The plan identifies two occasions where there will be external
    validation of the school’s improvement but it does not commit senior leaders or
    governors to continuing evaluation. The school’s formal self-evaluation document
    has not been re-written since the recent inspection which means the plan and the
    self-evaluation document are not closely linked. The headteacher recognises that
    further work is needed to ensure the plan can drive improvement in the longer term.
    External partners are providing robust evaluation of the school; it is important that
    this is fully reflected in further planning for the next stage of the school’s
    Governors are providing more challenge to school leaders. This is particularly
    effective in relation to mathematics. Governors, together with representatives of the
    local authority and the diocese, meet with senior leaders in the ‘raising achievement
    group’. This committee is monitoring and evaluating the school’s progress following
    the inspection. Governors take part in training to develop their own skills and are
    using links with other schools to help them reflect on their own practice.
    Ofsted may carry out further visits and, where necessary, provide further support
    and challenge to the school until its next section 5 inspection.
    External support
    The local authority is providing effective support and clear challenge to school
    leaders. The work of the school improvement professional who has had a particular
    role in the school since the recent inspection and the school improvement partner
    who has a longer term responsibility complement each other well. The local
    authority provides leadership for the ‘raising achievement group’, has organised a
    link with a local effective school and provided training for teachers. St Stephen’s has
    also sought out contact with other local schools where these can add to the
    expertise of teachers. For example, it has established a link with a Specialist Leader
    of Education for mathematics through Ladywood Teaching School.
    I am copying this letter to the Chair of the Governing Body, the Director of Children’s
    Services for Bolton and the Director of Education for the Diocese of Manchester.
    Yours sincerely
    David Selby
    Her Majesty’s Inspector
CfBT Inspection Services
Suite 22
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Maple View
T 0300 123 1231
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