The Gates Primary School
phone: 01942 634734
headteacher: Mrs Kathryn Coiffait
315 pupils capacity: 106% full
190 boys 56%
145 girls 43%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2002
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 365531, Northing: 406885
- GPS coordinates
- Latitude: 53.557, Longitude: -2.5218
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 26, 2013
- Region › Const. › Ward
- North West › Bolton West › Westhoughton North and Chew Moor
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles St John's CofE Primary School, Wingates BL53PR
- 0.3 miles Sacred Heart RC Primary School BL53DU (368 pupils)
- 0.4 miles Westhoughton Primary School BL53DT
- 0.6 miles St Bartholomew's CofE Primary School BL53NZ (209 pupils)
- 0.6 miles Westhoughton High School BL53BZ (958 pupils)
- 0.7 miles Compass Centre West BL53RD
- 0.9 miles St Thomas CofE Primary School BL53HP (253 pupils)
- 1 mile Washacre Primary School BL52NJ (163 pupils)
- 1.2 mile Fourgates Primary School BL53NA
- 1.2 mile Eatock Primary School BL52ER (269 pupils)
- 1.3 mile St George's CofE Primary School BL52FB (322 pupils)
- 1.4 mile Lostock Park School BL64EL
- 1.6 mile St James CofE Primary School, Daisy Hill BL52JU (381 pupils)
- 1.6 mile Hart Common CofE Primary School BL52DB
- 1.7 mile Lostock Primary School BL64PS (200 pupils)
- 1.7 mile Bolton Wanderers Free School BL66JW
- 1.9 mile Beaumont Primary School BL34RX (215 pupils)
- 1.9 mile St Bernard's RC Primary School, Bolton BL34RX (151 pupils)
- 2 miles Claypool Primary School BL66LN (208 pupils)
- 2 miles The Deane School BL34NG
- 2 miles St Joseph's RC High School and Sports College BL66HW (859 pupils)
- 2 miles Rumworth School BL34TP (150 pupils)
- 2 miles Aspull Church Primary School WN21QW (203 pupils)
- 2 miles Ladybridge High School BL34NG (848 pupils)
The Gates Primary School
Bristle Hall Way, Westhoughton, Bolton, Lancashire, BL5 3QA
|Inspection dates||26–27 September 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
| Pupils’ achievement is good overall and is |
The quality of teaching is good with some
Pupils’ behaviour is good and they feel safe.
outstanding in writing. This is because of the
successful focus on improving standards in
that is now outstanding. As a result, pupils
make good progress during their time at the
They are considerate and behave well in
lessons and around the school. Rare incidents
of challenging behaviour are managed well by
staff, who understand the needs of all pupils.
| Since the last inspection, standards have |
Attendance has improved and is now above
The headteacher and senior leaders have a
An informed governing body provides good
improved and are continuing to rise.
the national average.
clear understanding of how well the school is
doing and what it needs to do to improve
further. Checks on the quality of teaching and
learning by the headteacher and senior leaders
are extremely robust and thorough. As a
result, teaching and pupils’ achievement has
challenge and professional support to help the
school improve further.
| A small minority of teaching requires |
Pupils’ achievement in reading and
improvement and there is not enough
outstanding teaching to enable pupils to
make outstanding progress overall.
mathematics is not as good as it is in writing.
| Subject leaders do not regularly check the |
progress of different groups of pupils in their
Information about this inspection
- Inspectors observed 21 lessons or parts of lessons, two of which were joint observations, one
with the headteacher and one with the deputy headteacher.
- Inspectors listened to pupils read and looked at the work in their books.
- Meetings were held with the headteacher and with different groups of people involved in the
school. These included pupils, parents, members of the governing body, members of the
teaching staff and a representative with the local authority.
- Inspectors took into account 37 responses to the on-line questionnaire (Parent View) and the
results of the school’s recent parent surveys.
- Inspectors looked at a range of documents, including plans for improvement, records of the
school’s checks on pupils’ and teachers’ performance, safeguarding and attendance documents,
minutes of meeting of the governing body and school policies.
|Faheem Chisti, Lead inspector||Additional Inspector|
|Jennifer Platt||Additional Inspector|
|Andrew Morley||Additional Inspector|
Information about this school
- The Gates Primary is a larger than average-sized primary school. The vast majority of pupils are
of White British heritage. The proportion of pupils speaking English as an additional language is
well below average.
- The proportion of disabled pupils and those with special educational needs supported through
school action is average. The proportion of pupils supported at school action plus or with a
statement of special educational needs is also average.
- The proportion of pupils known to be eligible for the pupil premium, including those known to be
eligible for free school meals, is average. (The pupil premium 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 school met the government’s current floor standards in 2012, which set the minimum
expectations for pupils’ attainment and progress at the end of Year 6.
- Up to 40% of children leave the school after they have completed the Nursery Year. About half
of the children in Reception have not attended the school during the Nursery Year.
What does the school need to do to improve further?
- Improve the already good quality teaching to outstanding by:
setting work that challenges all pupils to achieve their best in every lesson
ensuring that all pupils persevere with tasks when they are working on their own.
- Ensure that pupils’ attainment in reading and mathematics is improved to that seen in their
ensuring that teachers’ marking in mathematics is of the same high standard as that seen in
other subjects so that pupils are clear about what they need to do to improve
providing reading activities which always challenge all groups of pupils, particularly those
capable of reaching the higher levels of attainment, and that motivate the boys
providing more time for pupils to practise their reading skills when they complete work in
other curriculum subjects.
- Improve the effectiveness of subject leaders by ensuring that they check regularly and robustly
how well different groups of pupils are progressing in their subjects.
|The achievement of pupils||is good|
- When children join the Nursery, they demonstrate levels of skills, knowledge and understanding
that are typical of those expected nationally. Children in the Nursery make good progress. They
develop good communication and language skills because of a well-planned and organised
environment and good teaching. Many children who enter the Early Years Foundation Stage in
the Reception Year do so with skills below those expected of their age but they too make good
progress from their starting points. Children are well-prepared for learning in Year 1.
- Between Years 1 and 6 pupils make good progress and achieve well. Standards at the end of
Year 2 and Year 6 are on a rising trend. In Year 6 in 2012, an above average proportion of
pupils reached the nationally expected Level 4 in English and mathematics. Furthermore, a much
higher than average proportion of pupils reached the higher Level 5. This is because the most-
able pupils usually make good progress. School data and inspection evidence show that in Year
6 in 2013, attainment has been sustained and is set to improve further this year.
- In writing, attainment by Year 6 is well above average. Pupils’ achievement in writing has been
outstanding over the past two years. A particularly strong focus on extending writing skills
following the previous inspection report means that pupils are now very confident in writing at
length, in different styles and for different audiences.
- Pupils’ achievement in reading has improved and is now good. Results of the Year 1 phonics (the
sounds that letters make) check in 2012, for example, were well below national expectations. As
a result of professional development, such as staff training and a more focused approach to the
teaching of phonics, 2013 results show significant improvement and are now closer to national
expectations. Older pupils enjoy reading and read widely at home and in school. Their
attainment by Year 6 is rising. However, fewer pupils reach the higher levels of attainment in
reading than do so in writing. Pupils do not always have enough opportunities to practise their
reading skills when they complete work as part of other curriculum subjects. Occasionally, boys
do not make as much progress in lessons as the girls do because work is not always matched to
their specific needs.
- In mathematics, progress is now good and standards by Year 6 are now above average. Pupils
now have secure calculation skills. Their problem-solving and investigational skills are now
improving at a good rate. Their achievement in mathematics however is still sometimes held
back because they are not clear about what they need to do to improve. Teachers’ marking is
not as good in mathematics as it is in other subjects.
- Disabled pupils and those with special educational needs receive good support so that they
make good and sometimes outstanding progress from their starting points.
- Pupils who are supported through the pupil premium funding achieve well. The funding is spent
well to ensure that their needs are met. In 2012, all pupils known to be eligible for a free school
meal in Year 6 attained Level 4 in English and mathematics. This is higher than the proportion of
similar pupils that do so nationally. School data and inspection evidence show that across the
school eligible pupils make similar good progress to that of their classmates. This demonstrates
that the school successfully promotes equality of opportunity for its pupils.
|The quality of teaching||is good|
- The majority of lessons observed by the inspectors were of a good quality with a small
proportion that was outstanding. Scrutiny of workbooks and the school’s own monitoring of
teaching confirm that teaching over time is good.
- Teachers’ good subject knowledge and an acute understanding of the needs of their pupils,
ensure that lessons are well-planned and meet the needs of all pupils. In an outstanding Years
3/4 literacy lesson, pupils were enthused with a love for learning as a result of a high paced,
exciting lesson in a jungle themed classroom. Effective role modelling and excellent subject
knowledge ensured that all pupils made rapid progress.
- Teachers have high expectations and the quality and presentation of pupils’ work is of a high
standard. They expect pupils to do their best and challenge them to do so. However, not all
pupils persevere with tasks when working on their own. This occasionally slows their learning.
- Good knowledge of how young children learn is clear in the Early Years Foundation Stage.
Children enjoy a wide range of imaginative resources and are able to adapt their structured play
accordingly. For example, two boys worked together on making model cakes and then
transformed these into model cities. Children in the Nursery develop good communication and
language skills as a result of a well-planned and organised environment. They are clear about
their tasks and are able to focus on activities for lengthy periods of time.
- Teaching of writing is a particular strength. Pupils are given ample opportunities to write for
different purposes. Pupils are involved fully in checking the quality of their own work and that of
their classmates. Their written work is marked regularly and to a high standard. However, this is
not always the case, in the marking of mathematics work, where teachers’ comments do not
always show pupils the next steps in their learning in order to improve their work.
- Relationships between adults, parents and pupils are excellent. In the best lessons, pupils are
given work that gets the most out of them. Pupils are clear how they can be successful in their
learning because teachers carefully check on their understanding.
- Although reading is taught well, pupils’ achievement is occasionally held back. This is because
some of the most-able pupils are not always given challenging enough work. In classes where
there is a large majority of boys, reading activities do not always motivate them. Opportunities
to develop pupils’ reading skills are occasionally missed because they do not always have
enough chances to practise their skills.
- The teaching of disabled pupils and those with special educational needs is good because all
adults and particularly skilled teaching assistants ensure that pupils receive support which is
well-matched to their needs.
- The vast majority of parents who responded to the on-line questionnaire is of the opinion that
the quality of teaching is good.
|The behaviour and safety of pupils||are good|
- Pupils typically behave well in lessons and around school. In the vast majority of lessons, their
attitudes to learning are good and they participate well in lessons. They say that they enjoy
lessons and feel well cared for and safe.
- Pupils have a good understanding of different types of bullying, including those through the
Internet and cyber-bullying.
- Pupils take on roles and responsibilities around the school, such as play leaders who help
younger children with newly designed games, or helping to care for chickens and guinea pigs
that live on the school grounds, including collecting recently laid eggs.
- Teachers are adept at ensuring that pupils have high standards of behaviour, but sometimes
their behaviour is not always of such a high standard when they are not in the presence of their
- Parents who responded to the on-line questionnaire and those that met with inspectors
expressed positive views about pupils’ behaviour and safety.
- Since the previous inspection, attendance has improved and is above average.
|The leadership and management||are good|
- The senior leadership team provides clear and purposeful leadership and staff have clear roles
and expectations. They have successfully improved the school since the previous inspection.
Teaching is now good and some is outstanding. Pupils now make good progress and standards
are on a rising trend.
- The leadership of teaching is strong. Checks on the quality of teaching and learning by the
headteacher and senior leaders are extremely robust and thorough. They provide effective
feedback to teachers about how their practice can be improved. They ensure that staff are clear
about the school’s strengths and priorities for improvement. Performance management
arrangements are linked appropriately to pupils’ progress and pay progression. Teachers do not
pass the pay threshold until their teaching is shown to be effective at securing good rates of
progress for the pupils they teach.
- A continuous drive to improve teaching through high quality professional development helps
teaching staff to improve their work even further, for example, through the use of ‘groups of
threes’ – an example of teachers learning together in threes to improve each other’s
- The headteacher and deputy headteacher carefully and accurately track pupils’ progress,
including that of different groups of pupils. From these, they can see the impact of specific
measures and support in improving progress and where further improvements are needed.
Subject leaders, however, are not yet as adept at using data and their skills in monitoring the
progress of different groups of pupils in their subject areas are still developing.
- A rich curriculum has a range of links to different subjects, is meaningful and exciting for
children, although it is lacking in cross-cultural links with societies other than White British.
- The school has benefited greatly from support offered by the local authority enabling the school
to obtain advice and training at an early stage, but allowing time to implement and embed good
- The new primary school sports funding is being used to provide specialists sports coaches to
deliver physical education lessons alongside school staff, to enable regular competition with
other local schools and to provide extra sports equipment in school. Pupils and staff benefit from
the extra professional development offered by specialist coaches extending the skills of class
- The governance of the school:
The governing body is clear about the strengths of the school and is effectively addressing
areas for improvement. Governors are made up of expert professionals and education
professionals and so have very good subject specific knowledge enabling the school to benefit
from their advice and support. Governors ask challenging questions of the headteacher and
other senior leaders to ensure good financial and legal management. They are developing
their role of challenging the school regarding the attainment and progress of pupils and the
quality of teaching. They make appropriate use of data to plan the use of funding such as the
pupil premium or sports funding.
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||133926|
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||321|
|Appropriate authority||The governing body|
|Date of previous school inspection||27 September 2011|
|Telephone number||01942 634734|
|Fax number||01942 634735|