School etc

Brookdale Primary School

Brookdale Primary School
Escolme Drive

phone: 0151 6775170

headteacher: Mr P Prescott

school holidays: via Wirral council

228 pupils aged 4—10y mixed gender
210 pupils capacity: 109% full

135 boys 59%


90 girls 39%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 326094, Northing: 387406
GPS coordinates
Latitude: 53.378, Longitude: -3.1124
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 11, 2012
Region › Const. › Ward
North West › Wirral West › Greasby, Frankby and Irby
Urban > 10k - less sparse
Free school meals %

rooms to rent in Wirral

Schools nearby

  1. 0.5 miles Greasby Infant School CH493NX (179 pupils)
  2. 0.6 miles Our Lady of Pity Catholic Primary School CH491RE
  3. 0.6 miles Our Lady of Pity Catholic Primary School CH491RE (418 pupils)
  4. 0.7 miles Greasby Junior School CH493AR (250 pupils)
  5. 0.7 miles Upton Hall School FCJ CH496LJ
  6. 0.7 miles Upton Hall School FCJ CH496LJ (989 pupils)
  7. 0.8 miles Arrowe Hill Primary School CH498HE
  8. 0.8 miles St Joseph's Catholic Primary School Upton CH496LL (309 pupils)
  9. 0.8 miles Gilbrook School CH498HE (50 pupils)
  10. 0.9 miles Overchurch Infant School CH494NS (316 pupils)
  11. 0.9 miles Overchurch Junior School CH494NS (340 pupils)
  12. 1 mile Woodchurch CofE Primary School CH497LS (208 pupils)
  13. 1 mile Meadowside School CH495LA (71 pupils)
  14. 1.1 mile St Benedict's Catholic High School CH499BZ
  15. 1.1 mile Hayfield School CH494LN (109 pupils)
  16. 1.1 mile Kingsley Preparatory School CH490TF
  17. 1.1 mile Arrowe Hall School CH495LW
  18. 1.2 mile Ganney's Meadow Early Years Centre CH498HB (161 pupils)
  19. 1.2 mile Fender Primary School CH498HB (207 pupils)
  20. 1.4 mile St Peter's Catholic Primary School CH439QR (163 pupils)
  21. 1.4 mile Moreton Christ Church CofE Primary School CH460PB (362 pupils)
  22. 1.4 mile Foxfield School CH466BT (117 pupils)
  23. 1.5 mile Irby Primary School CH614UR (215 pupils)
  24. 1.5 mile Woodchurch High School Engineering College CH497NG

List of schools in Wirral

School report

Brookdale Community

Primary School

Escolme Drive, Greasby, Wirral, Merseyside, CH49 1SE

Inspection dates 11–12 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

Pupils enjoy coming to school and are well
Teaching is good and some is outstanding.
Pupils treat each other and the school
cared for by staff. When asked to express
their views, there was strong praise for their
learning and the wide range of extracurricular
opportunities on offer.
The teaching of reading is well-developed.
environment with respect and most show
good behaviour. Bullying occurs rarely and
most pupils say that that it is dealt with very
well by staff.
Pupils achieve well and make good progress
The school has successfully addressed the
The school is strongly led and this has a
from their starting points. By the time that
they leave the school, they attain above the
national average in English and mathematics.
Disabled pupils and pupils with special
educational needs also make good progress.
recommendation made at the previous
inspection, to improve the tracking and
monitoring of pupils’ progress.
positive impact on teaching and achievement.
School leaders and governors have a good
overview of the school’s strengths and areas
for improvement. With the clear vision and
plans of the newly appointed headteacher,
the school has the capacity to be even better.
There is not yet enough outstanding teaching
Teachers’ marking does not always give
and learning across the school.
pupils clear guidance about their next steps.
Teachers do not use teaching assistants to
their full potential in every lesson. There are
insufficient opportunities for senior leaders
and subject coordinators to develop a deep
understanding of school performance.

Information about this inspection

  • Inspectors observed learning and teaching in 13 lessons, observed and spoke to pupils at a
    range of other times and heard a range of individuals read.
  • Meetings were held with members of the governing body, staff and the local authority.
  • Inspectors looked at a number of documents, including the school’s own monitoring of
    teaching, self-evaluation and the new headteacher’s initial plans for the school.
  • The inspectors took account of 28 responses from parents and carers to the online Parent View
    survey and the school’s own survey.

Inspection team

Tim Vaughan, Lead inspector Her Majesty’s Inspector
Doreen Davenport Additional Inspector

Full report

Information about this school

  • The school is smaller than the average-sized primary school.
  • The proportion of pupils supported through school action is below average and the proportion
    supported at school action plus or with a statement of special educational needs is above
  • A slightly below average proportion of pupils are eligible for the pupil premium, which provides
    additional funding for pupils known to be eligible for free school meals.
  • Very few pupils are from minority ethnic backgrounds or speak English as an additional
  • The school shares a site with Brookdale pre-school playgroup and an out of school club,
    Brookdale Paintbox. Neither of these settings were part of this inspection. Children start school
    in Reception class.
  • The school meets the current government floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • Since the last inspection there is no longer a unit for pupils with moderate learning difficulties
    in Key Stage 2.
  • A new headteacher commenced duties in September 2012.
  • The school has achieved a number of awards including the Green Flag Eco Award, Artsmark
    and International School Award.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching by using more activities that fascinate pupils
    and develop their imagination and by regularly checking on pupil progress throughout lessons
    and making full use of support from teaching assistants.
  • Ensure that teachers’ marking consistently provides clear guidance to pupils on the next steps
    that they need to take to improve their work.
  • Enhance the impact of subject leaders and senior leaders through giving them more time to
    monitor and evaluate teaching and achievement and to share good practice.

Inspection judgements

The achievement of pupils is good
  • When children start in the Reception class their skills, knowledge and abilities are broadly
    typical for their age.
  • As a result of the well-planned curriculum in the Early Years Foundation Stage, children quickly
    grow in confidence and skill and are well prepared for entry to Year 1.
  • Pupils in Key Stage 1 continue to make good progress and attain above the national average
    by the end of Year 2, with mathematics a particular strength.
  • When pupils leave the school in Year 6 they attain above average standards. This represents
    good achievement given their starting points. Some individuals are making outstanding
    progress in English and mathematics in Key Stage 2.
  • School data indicate that links with a local secondary school have contributed to some children
    attaining high levels in national tests in mathematics in 2012.
  • Across the school, pupils with special educational needs and disabled pupils make good
    progress because of the careful tracking of their achievement and the effective leadership
    provided by the special educational needs coordinator.
  • Pupils eligible for support through the pupil premium also make good progress from their
    starting points.
  • Parents and carers have an accurate view of pupils’ learning and most comment that their
    children are making good progress.
  • Pupils spoken to during the inspection consistently said how much that they enjoy books.
    Those for whom reading is more difficult share this enthusiasm and have a well-developed
    understanding of the sounds that letters make. Careful use is made of individual and guided
    reading books at home and school to ensure that children make good progress in their reading.
  • Pupils from each year group benefit from a well-stocked library that includes representation of
    different minority ethnic groups, cultures, faiths and places. Positive illustration of other
    aspects of diversity is less evident.
The quality of teaching is good
  • Displays around the school give high value to children’s learning across the curriculum and
    good examples of children’s writing are presented.
  • The school’s own evidence and the inspection findings indicate that teaching is mainly good
    and some is outstanding. In a few examples it requires improvement.
  • The impact of the good and better teaching is seen in the good overall progress that pupils
    make from their starting points and in their enthusiasm for learning.
  • In the better lessons, teachers plan lively and interesting activities to capture pupils’ interest,
    imagination and enthusiasm for learning.
  • In an outstanding Year 2 mathematics lesson about using mathematical language and
    articulating their thinking, pupils were totally enthused by the skilful stimulation of the teacher.
    Her well-planned, open-ended questions extended and inspired children’s language and
  • Where teaching is less successful, planned tasks are not sufficiently stimulating and rely too
    much upon teacher-direction or the use of worksheets and teachers do not regularly check
    pupils’ understanding during the lesson.
  • In all lessons there are good relationships between pupils and staff.
  • The feedback given to pupils in the marking of their work is not regular and consistent across
    the school. As a result not all pupils are clear about how to improve their work.
  • Teachers use interactive whiteboards well and good use is also made of opportunities to teach
    information and communication technology skills.
  • Classroom assistants provide effective support for pupils in each year group, particularly those
    that find learning difficult.
  • The best use of classroom assistants was seen in the Reception class, where the strong
    teamwork was seamless and had a positive impact on the support for all children. In some
    classes, this valuable resource was not used to the maximum.
  • The school has invested significant time, professional development and resourcing into the
    teaching of literacy. Consequently, this strand of the curriculum is good and parents and carers
    play a key role in supporting the teaching of reading.
  • Staff correctly enunciate the sounds that letters make and carefully track pupils’ progress in
    becoming good readers.
  • Pupils spoken to feel that teaching in the school is good and almost all parents and carers
    believe that their children are taught well.
  • Levels of curriculum expertise and knowledge among staff are good and there is a strong
    commitment to working collaboratively.
  • In order to broaden pupils’ understanding of the world, pupils visit places of worship from
    different faiths. Food, dance, art and visitors are used within cultural celebrations and good
    links have been made with a partner school in Germany.
  • Visits to the school by disabled people have further helped children to celebrate and respect
The behaviour and safety of pupils are good
  • Pupils are punctual and work with enthusiasm and interest.
  • A typical pupil comment was, ‘This is a happy school, we learn a lot and everyone gets on well
  • Attendance is above average. However, first-day absences are not rapidly followed up.
  • The school manages behaviour well including for those who find self-control more difficult.
  • Pupils’ behaviour outdoors and in corridors and at lunchtime is lively yet self-disciplined.
  • Pupils understand common risks and told inspectors about how to keep themselves safe with
    regard to strangers, site security and e-safety.
  • Low-level disruptions to lessons are uncommon.
  • The majority of parents and carers are happy with the school’s work on bullying and behaviour.
  • Pupils spoken to by inspectors said that they feel safe and they did not regard bullying as a
    problem and that, if it arises, staff swiftly and effectively deal with their concerns.
  • Pupils said that the use of homophobic language has halted because of the concerted efforts of
    staff. As one child said, ‘We don’t use the word ‘gay’ any more, not in a negative way. We’ve
  • Case studies of the support given for individual pupils indicate that the school places a strong
    emphasis upon caring for children’s learning and well-being, flexibly and positively.
  • Pupils are proud of their school and those who have taken on additional roles, such as on the
    school council, are particularly pleased to be able to help and support others. Other
    opportunities for pupils to help others are well-promoted. For example, in a Year 4 classroom
    there are adverts for a class-register monitor, class librarian and class book provider, and lists
    by the pupils of the required personal qualities.
The leadership and management are good
  • School leaders and governors have successfully created a positive learning environment
    throughout the school where discrimination is not tolerated.
  • Staff respect pupils and one another and are committed to supporting pupils to achieve their
    full potential in line with the school motto, ‘striving for knowledge and happiness through
  • Parents and carers are strongly supportive of the school and all who commented said that they
    would recommend it to other families.
  • The school has continued to improve since the last inspection and has addressed the
    recommendation made at that time about improving systems of tracking pupil progress. As a
    result staff and governors are much clearer about the achievement of individuals and groups of
  • Partnerships with other schools are used to good effect to enhance the curriculum and foster
    good relations among different communities.
  • Pupils of all backgrounds and abilities have equal access to a range of learning opportunities
    and extracurricular activities.
  • Within one week, the new headteacher has set out a clear vision for high standards and
    ongoing improvement which has been welcomed by pupils and staff.
  • Regular evaluation of teaching quality is clearly linked to staff development priorities and
    performance management. School leaders are not complacent and have already planned to
    sharpen teacher performance-management objectives.
  • Safeguarding arrangements meet requirements. There are aspects of recording, evaluation and
    training that are under review.
  • The local authority provides light touch support for this good school.
  • The governance of the school:
    has a clear, strategic oversight of the provision and outcomes
    is ambitious and strongly committed to seeing the school improve further
    is well-informed about staff performance and data and holds senior leaders to account
    has an adequate oversight of safeguarding.

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 105028
Local authority Wirral
Inspection number 402961

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

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 222
Appropriate authority The governing body
Chair Stephanie Myers
Headteacher Paul Prescott
Date of previous school inspection 11 March 2008
Telephone number 0151 6775170
Fax number 0151 6755170
Email address reveal email: scho…


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