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Sunny Bank Primary School

Happy, Challenged, Successful and Proud


Hathaway Road, Bury, Lancashire, BL9 8EQ

0161 766 2121


Inspection and Reports

Ofsted Report

Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to the government, the Department for Education, and they are independent and impartial. They inspect and regulate services which care for children and young people, including schools and those providing education and skills for learners of all ages.

As we academised in 2017, we are regarded as a ‘new’ school.

If you wish to view historical Ofsted reports, you can do so by clicking the link below:


Our latest Ofsted visit was in September 2021, with the school graded as a 'good school'.

The report (section 8 Ofsted Inspection) is organised in the following way:

  • Overall outcome/grading of the school
  • From the viewpoint of a child attending school
  • Strengths and areas for development/improvement
  • Safeguarding procedures

These are some of the comments taken from the report:

  • Pupils said that this is a fun, welcoming school where there is always someone to talk to. They said that they feel happy and safe.


  • Pupils are taught how to protect themselves, for example when playing or socialising online. Pupils talked enthusiastically about the wide range of trips, after-school clubs and class activities that they participate in. For example, they said that they enjoyed the virtual aeroplane trip to Egypt.


  • Pupils walk quietly around school with little fuss. In class, most pupils concentrate well.


  • Almost all pupils, including children in the early years, behave well. They listen carefully and respond quickly to adults’ requests. There is little disruption to learning.


  • There is a strong culture of safeguarding at Sunny Bank. Staff are alert to the potential risks that pupils may face. Leaders have ensured that staff receive appropriate training to enable them to identify any signs of abuse, including peer-on-peer harassment. Staff follow up any allegations by making use of specialists such as social services, the police and health professionals.

  • Leaders place a high priority on reading. Most pupils read widely and often. To develop pupils’ love of reading further, leaders have invested in a range of additional resources. At breaktimes, pupils choose well-maintained, high-quality books from a trolley. Some pupils then use this time to discuss the books enthusiastically or to read quietly.


  •  leaders in geography are ready to launch a new scheme of work. This will start in the Reception Year. Leaders and teachers from across the trust are also working to improve other subjects, for example history and science.


  • Leaders have planned the wider personal development curriculum well. This means that pupils understand and learn about different families and cultures. Pupils know how to keep themselves safe, such as when using the roads. Staff and parents agree that the school is well led and managed. Leaders identify pupils with SEND effectively. They also make sure that the curriculum is not narrowed, particularly in Year 6 and for pupils with SEND. Leaders make sure that teachers have manageable workloads and a positive work- life balance.


  • The arrangements for safeguarding are effective.

What does the school need to develop and improve upon further?

  • Curriculum design and progression of knowledge and skills
  • Phonics and Early Reading – embed a fully synthetic programme, including assessment procedures:

If you would like to read the entire report in full click on the link below:


If you have any other questions or queries, please contact the school office.