Alder Brook Primary Partnership Centre
phone: 0161 9212650
head of centre: Mr Giles Caldwell
15 boys 88%
Last updated: June 20, 2014
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- Open date
- April 1, 2002
- OSGB coordinates
- Easting: 375347, Northing: 399826
- GPS coordinates
- Latitude: 53.495, Longitude: -2.3731
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 25, 2012
- Region › Const. › Ward
- North West › Worsley and Eccles South › Winton
- Urban > 10k - less sparse
- Special classes
- Has Special Classes
- Free school meals %
- 0.1 miles Alder Park Nursery School M308LD
- 0.1 miles Alder Park Primary School M308LD
- 0.2 miles Westwood Park Nursery School M308DN
- 0.3 miles Westwood Park Community Primary School M308DH (307 pupils)
- 0.5 miles Winton Community Nursery Centre M308AB
- 0.5 miles Bridgewater School M282WQ (410 pupils)
- 0.7 miles Broadoak Primary School M270EP
- 0.7 miles St Gilbert's RC Primary School M308LZ (262 pupils)
- 0.7 miles Broadoak Junior School M270EP
- 0.7 miles Broadoak Infant School M270EP
- 0.7 miles Broadoak Primary School M270EP (469 pupils)
- 0.8 miles St Mark's CofE Primary School M282WF (359 pupils)
- 0.9 miles St Patrick's RC High School and Arts College M307JF (911 pupils)
- 0.9 miles Monton Village School M309PR
- 1 mile New Park High School M300RW (61 pupils)
- 1.1 mile Monton Green Primary School M309JP (347 pupils)
- 1.1 mile Beech Street Community Primary School M308GB (236 pupils)
- 1.1 mile Christ Church CofE Primary School M300GZ (207 pupils)
- 1.1 mile Canon Williamson CofE High School M307PQ
- 1.2 mile Dorning Street Nursery School M300PP
- 1.2 mile Barton Moss Community Primary School M307PT (215 pupils)
- 1.2 mile Moorside High School M270BH (889 pupils)
- 1.2 mile Branwood Preparatory School M309HN (151 pupils)
- 1.2 mile Salford City Academy M307PQ (602 pupils)
Alder Brook Primary
Walnut Road, Winton, Salford, M30 8LE
|Inspection dates||25–26 September 2012|
|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 vast majority of pupils return successfully |
Progress in personal development for the vast
Pupils understand quickly how they need to
From varying levels on entry each pupil’s
Very strong partnerships exist with parents
to mainstream school or on to other provision
which meets their needs.
majority of pupils is good and outstanding for
behave in lessons, which helps them to
progress is tracked carefully and the vast
majority of pupils make good progress in
English and mathematics.
and the local community, which contributes
to pupils’ achievement.
| The effective headteacher is highly respected |
The management committee makes a good
Pupils are polite and behave well.
There is virtually no bullying and pupils feel
Pupils’ views are highly valued and acted
The work the unit does to prevent exclusion
Teachers have high expectations of the
by all. She is ably supported by the deputy
contribution to leadership.
very safe and secure.
from mainstream school is highly effective.
amount of work pupils will complete in each
| Pupils could achieve more in English and |
mathematics if they always knew exactly
what their individual learning target was,
what they needed to do to improve through
marking, and they spent more time in lessons
working on their own or in a small group.
| Training for teachers is not always sharply |
focused exactly on the targets set for them
and the details are not as yet passed on to
the management committee in sufficient
Information about this inspection
- The inspector took account of the school’s self-evaluation and looked at the development plan,
minutes of meetings, records of lesson observations and targets set for teachers, and the
pupils’ progress tracking document.
- The inspector visited four lessons and an assembly and held discussions with staff, a member
of the management committee and a representative of the local authority.
- The inspector spoke to two parents and took account of one response on Parent View.
- The inspector listened to pupils read and attended a school council meeting.
|Pauline Hilling-Smith, Lead inspector||Additional Inspector|
Information about this school
- Alder Brook is a short-stay centre which provides for pupils who have either been, or are, at
risk of being excluded from mainstream schools.
- The management committee is responsible for secondary pupil referral units as well as Alder
- All the pupils have behavioural, social and emotional difficulties and a minority have additional
- Pupils usually stay at the unit for three terms.
- The large majority are dual registered with a mainstream school.
- A small minority have a statement of special educational needs.
- The majority of pupils are boys, most pupils are of White British origin and the majority are
eligible for extra funds provided by the pupil premium.
- The acting deputy headteacher reverted to classteacher for the summer term 2012, after 18
months acting, when the seconded deputy returned. He became substantive deputy
headteacher at the beginning of the autumn term 2012.
What does the school need to do to improve further?
- Increase progress for all pupils in English and mathematics by:
ensuring that each pupil knows what their individual target is in each lesson
limiting time spent in lessons on teacher exposition so that
pupils spend more time working independently or in small groups
giving pupils more information about how well they have done and what they need to do
next through marking.
- Increase the percentage of good or better teaching by:
ensuring that training is always sharply focused on the needs of individual teachers
identified through lesson observations
giving the management committee more information about improvements made in the
quality of teaching.
|The achievement of pupils||is good|
- The majority of pupils enter the unit with low skills in English and mathematics. Almost all
make good progress and narrow the gap between themselves and their peers. This is because
pupils’ rapidly increasing personal development enables them to begin to learn better and
achieve to their potential.
- Progress in reading is good. Reading skills are practised each day and they are applied well in
other subjects. Many pupils develop a love of books when they discover that they enjoy
- Information and communication technology is a strength of the school. Pupils confidently use
laptops and a range of other equipment to research topics such as nocturnal animals or use
software to paint pictures. The work printed out shows that there is pride and good attainment
in this subject.
- Pupils’ personal development is consistently good and sometimes outstanding. The school’s
own tracking shows that most pupils achieve high levels in personal development before they
leave the unit.
- There is no difference in the progress of different groups of pupils. This includes disabled
pupils and those with special educational needs, boys, girls, those from minority ethnic groups
and those eligible for additional funds such as the pupil premium.
- Pupils are assessed carefully on entry to the unit. This shows what they can do and what they
need to do next. The unit sets each pupil learning targets in English, mathematics and personal
development and meticulously notes progress on the school’s ‘tracking document’.
- Pupils’ progress is reviewed each half term. If any pupil is identified as being at risk of not
achieving their target, action is taken quickly to ensure that this does not happen.
- However, progress towards targets is not always as swift as it could be because pupils do not
spend enough time working on their own targets in English and mathematics.
- The majority of pupils who attend the unit for short periods of time make excellent progress in
personal development. This means that they are able to continue their education in the
|The quality of teaching||is good|
- Teaching over time is good. Some teaching is outstanding. Teaching enables most pupils to
make good progress and some to make outstanding progress in personal development. The
amount of teaching requiring improvement has decreased since the previous inspection and
the amount of good teaching has risen steadily.
- Learning in lessons proceeds well when pupils are working at just the right level either
independently or in small groups. For example, in a mathematics lesson two pupils worked well
with two teaching assistants. They learnt at first hand by handling three-dimensional shapes,
counted the sides and points and learned names such as ‘hexagon’.
- Teachers effectively support improvement in pupils’ reading skills. This is tackled both
individually on a daily basis and in small groups when all pupils have the same book and they
take turns to read and answer questions about the story.
- Pupils enjoy lessons especially when they have been out to the zoo or to the Trafford Centre
and they come back with ideas they can use in their writing. Pupils with special educational
needs use the photographs they take, which means that they can complete good pieces of
- Teachers’ feedback to pupils is good. As the lesson proceeds pupils receive detailed verbal
information about what they need to do to improve. They sometimes do not receive as much
information through the marking about what they need to do next. Pupils respond well as they
want to please the staff and are keen to do better.
- Sometimes, however, the teacher spends too long talking to the class at the beginning and the
end of the lesson which limits the time available for small group work.
|The behaviour and safety of pupils||are good|
- Pupils are welcoming and polite and behave well almost all the time. They attend well and
work hard and their attitudes to learning are positive. This helps them to learn well and make
- Students show that they care about each other and willingly open doors for adults to walk
through and say thank you and well done to their peers. The school council representatives
know the qualities they need to show to have the best chance of being re-elected. One boy
was clear that he would need to be ‘impartial’ in this role. Other pupils are keen to secure a
budget from the headteacher so that they can improve the range of choices of board games
available in classrooms.
- Staff are consistent and very skilled in maintaining a good working atmosphere at all times.
Staff observe and record evidence of pupils’ behaviour in different situations and this is
collected to identify rewards. For example, those pupils who have the best scores from the
dining room are taken out for a meal.
- Pupils learn strategies in assembly to control their behaviour and feelings. For example, ‘think
before you speak’ or ‘a problem shared is a problem halved’. They decide together what would
be a good action to accompany the phrase, which acts as signals when they are needed.
- Pupils feel very safe and well cared for and there is virtually no bullying. Pupils’ growing
confidence enables them to take increasing responsibility for their own behaviour. However,
sometimes some pupils could be allowed more opportunities to use their self-control.
- Both parents and pupils are delighted about the progress the pupils make and they know that
this is because they are so well supported by everyone.
|The leadership and management||are good|
- The headteacher has steered the school well through an unsettling period. The headteacher
and deputy headteacher work very well together. They are ambitious for the achievement of
the pupils and are successful in driving improvements.
- The staff work well in teams and model high standards. They share the aspirations of senior
leaders for the pupils and use any additional resources allocated for individual pupils to good
- The unit evaluates itself well. Plans made for improvement are effective because they are
detailed and time-scaled and focus on the correct priorities.
- The curriculum is well organised and meets the needs of its pupils well. It includes ensuring
that they have the opportunity to understand why others may hold extreme views, and think
about how they feel about remarks and actions that might harm others.
- There are many exciting opportunities for pupils to get involved with such as holiday clubs and
themed after-school activities such as ‘magic science’ and experiences that reflect the
multicultural nature of the local community.
- The local authority supports the unit well by allocating Improvement Partners to work with the
school who know the school and the specialist nature of its work.
- Partnership with parents contributes significantly to the achievement of the pupils. The
experienced and highly skilled Family Support Worker ensures that pupils and their families
receive the best possible support.
- Although targets set for teachers have a good effect on school improvement, training is not as
yet as well matched to individual needs as it needs to be.
- The governance of the school:
has recently been reviewed so that it meets the needs of the primary unit much better as
it now includes a primary headteacher
includes a special school headteacher who provides specialist challenge and support
provides good financial and resources management and ensures that the pupil premium is
ensures that all statutory duties including safeguarding are met.
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||133678|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Pupil referral unit|
|Age range of pupils||4-11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||21|
|Appropriate authority||The local authority|
|Date of previous school inspection||19 May 2010|
|Telephone number||0161 9212650|
|Fax number||0161 9212651|