Sunny Bank Primary School
phone: 0161 7662121
headteacher: Mr M Green
210 pupils capacity: 100% full
110 boys 52%
100 girls 48%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 381148, Northing: 407356
- GPS coordinates
- Latitude: 53.562, Longitude: -2.2861
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 11, 2010
- Region › Const. › Ward
- North West › Bury South › Unsworth
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles St Bernadette's Roman Catholic Primary School, Whitefield M458PT (255 pupils)
- 0.4 miles Unsworth Primary School BL98LY (222 pupils)
- 0.4 miles All Saints Church of England Primary School, Stand M458PL (247 pupils)
- 0.4 miles Elms Bank Specialist Arts College M458PJ (162 pupils)
- 0.5 miles Hollins Grundy Primary School BL98AT (206 pupils)
- 0.5 miles Bury and Whitefield Jewish Primary School BL98JT (130 pupils)
- 0.6 miles Castlebrook High School BL98LP (806 pupils)
- 0.7 miles Mersey Drive Community Primary School M458LN (209 pupils)
- 0.8 miles Ribble Drive Community Primary School M458TD (240 pupils)
- 0.9 miles St Michael's Roman Catholic Primary School, Whitefield M458NJ (248 pupils)
- 0.9 miles Whitefield Preparatory School M257NF
- 1 mile The Ark M458NH
- 1.1 mile Whitefield Community Primary School M456DP (179 pupils)
- 1.1 mile Radcliffe Hall Church of England/Methodist Controlled Primary School M262GB (291 pupils)
- 1.1 mile Epru M456DP (8 pupils)
- 1.2 mile Higher Lane Primary School M457EX (446 pupils)
- 1.2 mile Higher Lane Junior School M457EX
- 1.2 mile St Peter's Church of England Primary School BL99PW (266 pupils)
- 1.2 mile Philips High School M457PH (840 pupils)
- 1.4 mile Chapelfield Primary School M261LH (309 pupils)
- 1.4 mile St Margaret's Church of England Primary School M252BW (253 pupils)
- 1.4 mile Whitefield Independent Preparatory School M457EL
- 1.5 mile St Chad's Church of England Junior School BL99JQ
- 1.5 mile Coney Green Technology School M262SZ
Sunny Bank Primary School
Hathaway Road, Bury, Lancashire, BL9 8EQ
|Inspection dates||11–12 February 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher and deputy headteacher have |
New staff, a recently formed senior leadership
Pupils are making good progress from their
The quality of teaching is good and improving as a
The early years provision is good. Children make a
high ambitions for pupils. These are shared by
staff and governors, who strive to ensure all
pupils achieve as well as they can through good
team and a well-structured plan for improvement
have been the driving force which has improved
result of high-quality professional development
provided by school and by external providers.
good start due to good teaching and interesting
activities which help them to learn.
| The school effectively promotes British values. |
Pupils behave well and are proud of their school.
Pupils are happy, feel safe and secure and know
The school provides a rich variety of learning
Governors challenge the school well and have gone
Tolerance and respect thread through all aspects of
pupils’ daily lives.
They show care and consideration for others and
are polite and well mannered. Attendance is above
there is always someone to turn to if they have a
problem. Attitudes to work are excellent.
opportunities. The use of information technology by
teachers and pupils to support learning is a
out of their way to make sure they have the skills to
do this effectively.
| There are not enough opportunities for children to |
Pupils are not always moved on to more
write in the early years.
challenging tasks when they have accomplished
something, particularly the most able pupils.
| The effectiveness of teachers’ marking in improving |
pupils’ work is inconsistent. Pupils are not always
given enough time to put right what marking shows
they need to do better.
Information about this inspection
- Inspectors observed a number of lessons and parts of lessons. Two lessons were observed with senior
- Work in books and records of the learning of Reception children were scrutinised.
- Meetings were held with groups of pupils, school staff, the chair of governors and other governors and a
representative from the local authority.
- Lots of discussions were held with pupils as they worked in lessons and a small number of pupils were
- Inspectors took account of the 34 responses to Ofsted’s online parents’ questionnaire and discussions that
took place informally with parents.
- Inspectors observed the school’s work throughout the day and looked at a number of documents,
including the school’s own information on pupils’ current progress, planning and monitoring
documentation, records relating to behaviour, attendance and safeguarding.
- Information from the 19 responses to the staff questionnaire was taken into account.
|Gordon Alston, Lead inspector||Additional Inspector|
|Adrian Martin||Additional Inspector|
Information about this school
- This is an average-size primary school.
- One third of pupils are from minority ethnic backgrounds, mainly Pakistani.
- The proportion of pupils for whom English is believed to be an additional language is above average.
- The proportion of disadvantaged pupils known to be eligible for funding through pupil premium is below
- The proportion of pupils with special educational needs is lower than the national average.
- The school meets the government’s floor targets, which are the minimum expectations for pupils’
attainment and progress.
- Since its last inspection, the school has appointed a new headteacher and several teaching and non-
What does the school need to do to improve further?
- Further accelerate pupils’ progress, particularly the most able, by:
teachers checking on pupils’ learning as they work and moving them on as soon as possible onto more
ensuring all teachers apply the best practice seen in marking and give pupils a chance to put right what
marking shows they need to do better.
- Provide more opportunities for children to write in the early years class with a strong focus on correct
|The leadership and management||are good|
- Since her appointment, the headteacher has acted quickly to deal with areas in teaching and learning
where improvements were needed. She has galvanised the staff, several of whom are new to school,
along with the governors, to share her vision of ‘Together we aim high.’
- The headteacher is well supported by the deputy headteacher and newly appointed, very able and
enthusiastic middle leaders who are eager to move the school forward.
- Individual pupils’ progress is carefully tracked each half term and pupils identified as underachieving are
provided with extra help to help them catch up.
- The ‘Learning Challenge Curriculum’ is is well matched to pupils’ needs. Pupils’ interests are taken into
account when planning different topics, and are enhanced by trips and visitors and use of the local area.
In Year 5, pupils visited the Manchester museum to find out about the Egyptians. The use of information
technology enhances pupils’ motivation to learn. Each pupil has their own tablet and was happy to show
inspectors their own ‘blog’ site with some of their work which they had recorded.
- Pupils have lots of opportunities to take part in out-of-school clubs and at present half of them do so.
These include many sports, cooking and computers.
- The school has a clear commitment to providing equal chances for all. This is shown in its effective use of
pupil premium funding. Relationships in school are underpinned by a caring culture and respect for all.
The staff do not tolerate discrimination of any kind, and the pupils’ good behaviour confirms how well
good relations are fostered between pupils of all backgrounds.
- The school promotes pupils’ spiritual, moral, social and cultural development well. Through assemblies and
in lessons staff make pupils aware of the beliefs and backgrounds of other cultures different from their
own. The school makes pupils aware of British culture and values preparing them well for their life in
- The additional sports funding is used to good effect. The school employs sports coaches to teach lessons
and staff work alongside them to develop their own teaching skills. The money is also used to provide
sports clubs outside school hours. As a result, pupils’ involvement in sport and games has increased as
have their health and well-being.
- Rigorous systems to monitor staff performance are in place. The headteacher has not only ensured that
these are professionally carried out, but that teachers are supported with relevant professional
development opportunities both within school and with outside providers. The targets set for staff are
linked to school priorities and pupil progress, and salary rewards are linked to performance against the
- The local authority has an accurate view of the school and has provided support when needed.
- Safeguarding procedures meet all statutory requirements.
- The governance of the school:
The governing body has a clear understanding of the school’s strengths and where improvements are
needed. Governors are kept well informed through reports and presentations from leaders at all levels.
They visit school regularly and talk to pupils and staff and have a clear picture on the quality of
teaching. They use their expertise well to hold the school to account. This includes finance and
safeguarding. They are clear about what effect the extra money the school receives for sports and
disadvantaged pupils is having. Through their scrutiny of the school’s performance data they know
where the priorities are if the school is to improve. They are diligent in developing their skills as
governors and attend training sessions in order to do this. This has helped them become aware of the
changes in the new curriculum and in assessment procedures. Governors set challenging targets for the
headteacher and understand the link between teachers’ pay and their performance.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. The positive attitudes to learning contribute well to their improving
achievement. Pupils readily quote the school motto ‘Together we aim high’ and believe they can.
- Pupils are courteous and polite at all times. They greet adults with a smile and a ‘hello’ and spontaneously
hold doors open. They are happy coming to school and proud to be a member of the school community.
This all contributes to a friendly, harmonious welcoming atmosphere around school.
- When pupils move around school they do it sensibly and quietly, including arriving and leaving school. At
lunchtime there is a wide provision of equipment which pupils share and play with harmoniously. Pupils
organise their play activities in such a way that no one is left out.
- Pupils show respect to one another and to adults. They value one another and happily discuss things
together such as when Year 5 pupils shared the information they had on their own tablet with one
- They accept responsibility well. In Year 6, they act as prefects and as play leaders with younger pupils,
taking on these roles diligently. One prefect stated, ‘We wouldn’t be doing our job if we didn’t report
things’. They discuss important matters in the school council and eco council. Their ideas have been taken
on board, for example, what markings are needed on the playground and reviewing playground
- The school’s work to keep pupils safe and secure is good. Leaders have put effective systems in place.
- Pupils are well aware of how to keep themselves and others around them safe. Their understanding of
different kinds of bullying and potentially dangerous situations, for example not to divulge personal
information on the internet, is good.
- Pupils’ respect for others from different backgrounds, cultures and religions is excellent. This is reflected in
the happy, harmonious place that the school has become. Pupils say they feel safe when at school and
parents support this view.
- Pupils raise their eyebrows when bullying is mentioned and no one could recall any such incidents they
knew of. They were confident their teachers watch for such things and would quickly deal with them.
- Attendance is above average and the school has rigorous systems to check on any anomalies.
|The quality of teaching||is good|
- Teaching is consistently good. Effective monitoring, perceptive evaluation and clear feedback by leaders to
teachers on the teaching across the school have improved the quality of teaching. In addition, the
appointment of new teachers has brought new ideas which have energised teaching. This can be seen in
the improving picture in current data, work in pupils’ books and in the effective learning environment in all
- Teaching of mathematics helps pupils to make good progress by making sure that they know precisely
what skills they must apply. In Year 4, pupils knew exactly that they had to do towork out division with
two digit numbers. The opportunity to assess an example of where a pupil had done the calculation
incorrectly, explain what was wrong and offer advice on how to correct it supported their understanding
- Pupils make good progress in reading, partly because the teaching of phonics (letters and the sound that
they make) is effective in helping pupils unlock new words. Also, pupils have been taught the basic skills
well on how to use all the clues to help read and understand the text.
- In writing, pupils are taught the basic skills well and are then given lots of opportunities to use these skills
across a range of other subjects. In Year 6, pupils write about evolution and express their views on which
theory they think is more feasible.
- Teaching is at a brisk pace which keeps pupils engaged in their learning. This is reflected in the calm,
purposeful learning environment in classrooms.
- Teaching was at its best when teachers quickly spotted that the task pupils had been asked to do was
losing its challenge and intervened by offering an alternative, which increased the level of difficulty. In a
Year 5 guided reading session, the teacher’s questions challenged pupils’ thinking by asking ‘where’s the
evidence then?’ Challenge of this level was not consistent. In some classes pupils work through tasks that
do not fully challenge them, particularly the most able.
- A strong feature in lessons is the high quality of relationships. Pupils and adults have high respect for one
another and pupils cooperate well when working in pairs or in groups. Learning is rapid when teaching
provides stimulating resources that engages and enthuses pupils. The use of tablets by pupils was seen in
many lessons and has a positive effect on pupils’ motivation and enthusiasm to learn.
- Teachers mark work regularly and accurately, providing pupils with good advice on how they can improve
their work. However, the amount of time and encouragement for pupils to respond to this is inconsistent,
resulting in variability in the impact of teachers’ marking on helping pupils’ learning.
- Learning support assistants are well deployed during lessons. Where they support pupils for whom English
is believed to be an additional language, disadvantaged pupils or those with special educational needs,
both in lessons or in group activities, these pupils do well.
- Homework is linked to learning in lessons and well supported by parents at home.
|The achievement of pupils||is good|
- From their starting points to the time pupils leave the school, pupils make good progress and standards
for the current Year 6 pupils are above average.
- Attainment in reading, writing and mathematics at the end of Year 2 improved to average levels in 2014,
having previously been below average. Pupils make good progress in reading through their good
understanding of the sounds letters make.
- In Key Stage 2, pupils’ progress is good in English and mathematics. Standards have risen this year, and
having been average in the past three years, are currently above average. The introduction of more
opportunities for pupils to read and write and better matching of work in mathematics to suit individual
pupils are having a positive impact on pupils’ progress.
- This year some Year 6 pupils are on course to reach the higher level in mathematics. This shows the focus
the school is now giving to stretching the most able pupils to achieve the best they can. However, this
challenging approach is not consistently evident across the school.
- Pupils’ skills in the use of information technology are excellent. The school has provided all pupils with a
tablet which they use with skill and confidence. Pupils are very keen to use them in mathematics and
literacy lessons and the tablets provide an effective catalyst to establish a high degree of concentration
and effort. Pupils say they love the opportunity to use the tablets in lessons.
- Pupils enjoy their reading and are provided with many opportunities to read independently, to listen to
stories and to discuss events, story-lines and characters in small groups with the teacher or an adult. They
particularly enjoy the opportunity to reflect and discuss what they are reading in small group activities
with the teacher and do this very well.
- Disabled pupils, those for whom English is believed to be an additional language and those who have
special educational needs are supported very well. They receive skilled and targeted support both in class
and in small groups; this makes sure they make good progress that is at least in line with their classmates.
- The attainment of disadvantaged pupils now matches that of other pupils in the school in reading, writing
and mathematics. When compared to the national picture the gap has been rapidly closing and is now
only half a term behind in reading and mathematics but a half term better in writing. They make better
progress than other pupils nationally.
|The early years provision||is good|
- Children enter Reception with skills that are broadly typical for their age. However, for a number of
children, entry levels are not as strong in their speaking and listening skills and in their personal and social
development. They make good progress and the majority reach a good level of development by the end of
the Reception Year. Only small minority of children are not ready for Year 1.
- Teaching is good. The effort to tackle weaknesses in communication and language skills and promote
personal and social skills is having a positive impact. The number of children entering school from minority
ethnic backgrounds for whom English is believed to be an additional language is rising and the school is
adapting to this well by providing effective support.
- Children are taught about letter sounds effectively and read together in small groups, enthusiastically
talking about their books. However, there are not enough opportunities to write and when children do
write, a number form letters incorrectly. These mistakes in letter formation are not always corrected
quickly enough, resulting in repeated mistakes.
- Staff are adept at using a topic to captivate children and motivate them to learn. For example, at present
‘toys’ was the topic being used as a starting point. Children’s interests are used well to extend the topic.
One boy brought in his toy dinosaur and another child a bear. This sparked off all kinds of discussions and
led to dinosaur model making and a ‘dinosaur park’ where lots of dinosaurs lived. Children made movable
cardboard bears using split pins.
- Children are confident because they feel safe. They know the routines well and respond quickly to adult
instructions. Behaviour is good; children play well together fostering good relationships.
- Records of learning show clearly what children have achieved and indicate the good progress they have
made. This information is used in the planning of activities to help move children on with their learning.
- The early years provision is well led and managed. Leadership has accurately identified where
improvements can be made such as a better link between inside and outside provision and also works well
with early years staff.
- Parents are happy that their children are safe and well cared for and appreciate the opportunities they are
given to be involved in their child’s learning, for example stay and play sessions and workshops.
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
|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
|Unique reference number||105289|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||5–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||209|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 January 2010|
|Telephone number||0161 7662121|
|Fax number||0161 7963451|