Brookdale Primary School
phone: 0151 6775170
headteacher: Mr P Prescott
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 %
- 0.5 miles Greasby Infant School CH493NX (179 pupils)
- 0.6 miles Our Lady of Pity Catholic Primary School CH491RE
- 0.6 miles Our Lady of Pity Catholic Primary School CH491RE (418 pupils)
- 0.7 miles Greasby Junior School CH493AR (250 pupils)
- 0.7 miles Upton Hall School FCJ CH496LJ
- 0.7 miles Upton Hall School FCJ CH496LJ (989 pupils)
- 0.8 miles Arrowe Hill Primary School CH498HE
- 0.8 miles St Joseph's Catholic Primary School Upton CH496LL (309 pupils)
- 0.8 miles Gilbrook School CH498HE (50 pupils)
- 0.9 miles Overchurch Infant School CH494NS (316 pupils)
- 0.9 miles Overchurch Junior School CH494NS (340 pupils)
- 1 mile Woodchurch CofE Primary School CH497LS (208 pupils)
- 1 mile Meadowside School CH495LA (71 pupils)
- 1.1 mile St Benedict's Catholic High School CH499BZ
- 1.1 mile Hayfield School CH494LN (109 pupils)
- 1.1 mile Kingsley Preparatory School CH490TF
- 1.1 mile Arrowe Hall School CH495LW
- 1.2 mile Ganney's Meadow Early Years Centre CH498HB (161 pupils)
- 1.2 mile Fender Primary School CH498HB (207 pupils)
- 1.4 mile St Peter's Catholic Primary School CH439QR (163 pupils)
- 1.4 mile Moreton Christ Church CofE Primary School CH460PB (362 pupils)
- 1.4 mile Foxfield School CH466BT (117 pupils)
- 1.5 mile Irby Primary School CH614UR (215 pupils)
- 1.5 mile Woodchurch High School Engineering College CH497NG
Escolme Drive, Greasby, Wirral, Merseyside, CH49 1SE
|Inspection dates||11–12 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
| 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.
|Tim Vaughan, Lead inspector||Her Majesty’s Inspector|
|Doreen Davenport||Additional Inspector|
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.
|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
- 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 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||105028|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||222|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 March 2008|
|Telephone number||0151 6775170|
|Fax number||0151 6755170|