School etc

Alder Brook Primary Partnership Centre

Alder Brook Primary Partnership Centre
Walnut Road

phone: 0161 9212650

head of centre: Mr Giles Caldwell

school holidays: via Salford council

17 pupils aged 5—10y mixed gender

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 %

rooms to rent in Manchester

Schools nearby

  1. 0.1 miles Alder Park Nursery School M308LD
  2. 0.1 miles Alder Park Primary School M308LD
  3. 0.2 miles Westwood Park Nursery School M308DN
  4. 0.3 miles Westwood Park Community Primary School M308DH (307 pupils)
  5. 0.5 miles Winton Community Nursery Centre M308AB
  6. 0.5 miles Bridgewater School M282WQ (410 pupils)
  7. 0.7 miles Broadoak Primary School M270EP
  8. 0.7 miles St Gilbert's RC Primary School M308LZ (262 pupils)
  9. 0.7 miles Broadoak Junior School M270EP
  10. 0.7 miles Broadoak Infant School M270EP
  11. 0.7 miles Broadoak Primary School M270EP (469 pupils)
  12. 0.8 miles St Mark's CofE Primary School M282WF (359 pupils)
  13. 0.9 miles St Patrick's RC High School and Arts College M307JF (911 pupils)
  14. 0.9 miles Monton Village School M309PR
  15. 1 mile New Park High School M300RW (61 pupils)
  16. 1.1 mile Monton Green Primary School M309JP (347 pupils)
  17. 1.1 mile Beech Street Community Primary School M308GB (236 pupils)
  18. 1.1 mile Christ Church CofE Primary School M300GZ (207 pupils)
  19. 1.1 mile Canon Williamson CofE High School M307PQ
  20. 1.2 mile Dorning Street Nursery School M300PP
  21. 1.2 mile Barton Moss Community Primary School M307PT (215 pupils)
  22. 1.2 mile Moorside High School M270BH (889 pupils)
  23. 1.2 mile Branwood Preparatory School M309HN (151 pupils)
  24. 1.2 mile Salford City Academy M307PQ (602 pupils)

List of schools in Manchester

School report

Alder Brook Primary

Partnership Centre

Walnut Road, Winton, Salford, M30 8LE

Inspection dates 25–26 September 2012
Overall effectiveness This inspection: Good 2
Previous 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
achieve well.
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.

Inspection team

Pauline Hilling-Smith, Lead inspector Additional Inspector

Full report

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
    learning needs.
  • 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.

Inspection judgements

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
    mainstream school.
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
    good progress.
  • 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
    allocated appropriately
    ensures that all statutory duties including safeguarding are met.

What inspection judgements mean


Grade Judgement Description
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.

School details

Unique reference number 133678
Local authority Salford
Inspection number 402580

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Pupil referral unit
School category Community
Age range of pupils 4-11
Gender of pupils Mixed
Number of pupils on the school roll 21
Appropriate authority The local authority
Chair Paula Boshell
Headteacher Michele Cowperthwaite
Date of previous school inspection 19 May 2010
Telephone number 0161 9212650
Fax number 0161 9212651
Email address reveal email: mich…


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