Dial Park Primary School
Headteacher: Mr James Clark
School holidays for Dial Park Primary School via Stockport council
294 pupils capacity: 81% full
120 boys 51%
115 girls 49%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 392344, Northing: 388617
- GPS coordinates
- Latitude: 53.394, Longitude: -2.1166
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 20, 2013
- Region › Const. › Ward
- North West › Hazel Grove › Offerton
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Lisburne School SK25LB (66 pupils)
- 0.2 miles Offerton Hall Nursery School SK25LB (91 pupils)
- 0.2 miles Offerton Hall Primary School SK25LB
- 0.3 miles St Philip's Catholic Primary School SK25LB (180 pupils)
- 0.5 miles Fairway Primary School SK25DR (222 pupils)
- 0.5 miles St Stephen's Church of England Primary School SK25JR
- 0.5 miles Offerton School SK25DS
- 0.5 miles Castle Hill High School SK25DS (155 pupils)
- 0.6 miles Warren Wood Primary School SK25XU (305 pupils)
- 0.6 miles Choices School SK25HB
- 0.7 miles Woodlands School SK25DG
- 0.8 miles St Simon's Catholic Primary School SK74LH (201 pupils)
- 0.9 miles Hazel Grove Primary School SK74JH (316 pupils)
- 0.9 miles Stockport School SK26BW (1110 pupils)
- 0.9 miles Hazel Grove Infant School SK74JH
- 0.9 miles Hazel Grove Junior School SK74JH
- 1.1 mile Great Moor Infant School SK27DG (280 pupils)
- 1.1 mile Great Moor Junior School SK27DG (323 pupils)
- 1.1 mile Stockport Grammar School SK27AF (1396 pupils)
- 1.1 mile Overdale School SK63EF
- 1.2 mile Banks Lane Infant School SK14PR (304 pupils)
- 1.2 mile Banks Lane Junior School SK14PR (356 pupils)
- 1.2 mile Torkington Primary School SK76NR (245 pupils)
- 1.2 mile Bredbury Green Primary School SK63DG (372 pupils)
Ofsted report transcript
Dial Park Primary School
Halfmoon Lane, Offerton, Stockport, Cheshire, SK2 5LB
|Inspection dates||20–21 February 2013|
|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
| Dial Park is improving pupils’ standards so |
Pupils’ attitudes are delightful. They are
that they are now in line with national
averages for pupils in Year 6. This is
because of dynamic and determined
leadership, good, and sometimes
outstanding, teaching and high
expectations of what pupils can achieve.
unfailingly polite and eager to share their
learning with each other, their teachers
and with visitors. They are a credit to
their families and to their school because
of their positive attitudes in persevering
with their work, their joyful appreciation
of learning and their sense of pride at
taking responsibility. Their behaviour has
improved and is good. Pupils feel safe,
cared for and secure.
| Children in the Early Years Foundation Stage also |
Good quality teaching is enjoyed by each pupil
Leadership and management are good. They are
make good progress because they are well-taught.
They are well-prepared for school life and so they
are settled, happy and reassured in their first
experience of school.
because it typically takes account of their
individual abilities as well as their interests. Pupils
are encouraged to believe in themselves and to
strive for the best standard of work possible. Their
work is celebrated by each other as well as by
their teachers and support staff.
characterised by a very clear expectation of how
well pupils can achieve, sensitive and challenging
support and guidance for staff and a business-like
attitude to getting things done.
| In some lessons pupils’ different abilities |
There is variability in marking and some
are not sufficiently taken into account
when setting work, asking questions and
pupils are not aware of how well they are
doing or what, exactly, they need to do to
make their work better.
| There are some weaknesses in pupils’ ability to |
spell and punctuate accurately or write in complete
sentences. Pupils have grasped basic skills in
learning their numbers but are not always helped
to use that knowledge to help them solve
problems in mathematics.
Information about this inspection
- This inspection was carried out with half a day’s notice and took place over two days.
- The inspectors observed 10 lessons and four were joint observations with the headteacher.
Shorter visits were made to classes to check the quality of the curriculum.
- Discussions were held with senior and middle leaders, three members of the governing body,
school staff, pupils and a representative from the local authority.
- The inspectors observed pupils’ behaviour and examined the school’s safeguarding
- The inspectors took account of the responses made to the school‘s recent survey of parent
views. There were insufficient responses to the online questionnaire (Parent View) to reflect
parents’ views. The questionnaires completed by 14 staff were taken into account.
- The inspectors observed the work of the school and various documents including the school’s
evaluation of its effectiveness, tracking records of pupils’ progress, pupils’ work, governing body
records of meetings and performance-management documents.
|Marie Cordey, Lead inspector||Additional Inspector|
|Prydwen Elfed-Owens||Additional Inspector|
Information about this school
- This slightly smaller than average-sized school is set on a campus that includes a special school
and a nursery school.
- The proportion of pupils known to be eligible for free school meals is high. The proportion of
pupils known to be eligible for the pupil premium is high.
- The number of pupils who need extra help (either at school action or school action plus or who
are undergoing assessment for a statement of special educational needs) is above average.
- Nearly all pupils are from White British backgrounds. A very small number are from minority
- The school exceeds the government’s current floor standards, which set the minimum
expectations of pupils’ attainment and progress.
- The governing body runs a daily breakfast club.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching so that every pupil makes consistently good and
better progress by:
– closely matching activities in the classroom to each pupil’s ability
– making sure that pupils clearly understand what they do well and how, precisely, they can
improve their work
– checking pupils’ understanding and using this information to re-shape lesson planning,
questioning and lesson activities.
- Raise attainment further, especially in English and mathematics, by:
– focusing more on improving pupils’ skills in spelling, punctuation, grammar and sentence
– improving pupils’ ability to apply their basic skills in numbers to help them solve problems in
|The achievement of pupils||is good|
- Children start the school with a wide variety of skills and knowledge which are, overall, below
those that are typical for their age. Some children demonstrate understanding and skills that are
above what is typical for their age and make the same good rates of progress as most children
in the Early Years Foundation Stage.
- Good quality teaching by all adults excites children’s interest and their curiosity for learning
because of a wide range of tempting activities, especially indoors. As a result their skills are
close to average at the start of Key Stage 1.
- Pupils’ standards and their progress have improved steadily over the past three years. A
determined approach to make sure that improvements are secure throughout the school has
been successful. The quality of teaching and a consistent focus on improving pupils’ basic skills
in literacy and numeracy are instrumental in raising standards. By the end of Year 6 pupils’
standards are in line with the national average and pupils’ progress in Years 1 to 6 is set to
reach their challenging targets.
- Pupils are encouraged to develop their speaking and their listening skills throughout the school.
They are eager to debate and express their views and this sets the foundation for their
accelerated progress in reading and writing as well as their social development. Non-fiction,
literature and information and communication technology research are based on pupils’ interests
and preferences and reading is celebrated all around the school.
- Pupils receive a good grounding in number skills and basic English; reading recovery and
‘Numbers Count’ programmes support teaching and help raise standards from Key Stage 1
onwards. Occasionally, there is not enough focus on building up pupils’ skills in spelling,
punctuation and grammar and sentence construction. When this happens some pupils have
weaknesses in English. Similarly, pupils’ good grasp of numbers is not always used consistently
to help them to apply that knowledge to solving problems and conducting investigational work.
- Pupils who are disabled, those with special educational needs, the very small number of pupils
from minority ethnic backgrounds and those known to be eligible for the pupil premium also
achieve well. The high numbers of pupils known to be eligible for free school meals attain the
same broadly average standards as do others. Senior leaders and the governing body have
successfully concentrated on providing effective and well-placed support for pupils at risk of
falling behind. Good quality teaching, effective one- to-one teaching and small group work help
pupils to make good progress over time.
|The quality of teaching||is good|
- Good quality teaching includes examples of outstanding teaching. Teachers expect a lot from
their pupils who enjoy proving them right. Learning is brought to life by exploring as many ways
of studying a subject as possible. Pupils acquired detailed and thorough knowledge about the
world and nature in a Year 2 lesson about animals and their habitats. They studied a very
realistic looking representation of a fox as well as other animals, vivid and vibrant photographs
of wildlife, maps of terrain, foodstuffs and video documentaries, for example, to make detailed
and thorough analyses of how animals hunt and survive.
- Children in the Early Years Foundation Stage thrive because there are so many wonderful
activities to whet their appetite for discovery and learning. Good teaching enables children to
learn to read, write and count by linking letters and sounds and adding up numbers for shopping
lists or saving for a special toy, for example. Children start to put letters together to form words.
They become cleverly diverted by the many interesting books that are all around them and then
practise reading out the words and, often, singing them. They further develop their
independence and speech outdoors although there are fewer opportunities for them to
experience as wide a range of activities as when they are indoors.
- The best teaching is closely matched to the abilities of each pupil. The more-able pupils are
challenged to achieve their best because they know exactly what they are aiming to do as well
as knowing what methods they can use to achieve this, for instance. The less-able pupils and
those who are disabled and who have special educational needs are similarly challenged by good
quality teaching and guidance from well-placed support staff. Occasionally, activities are not
closely matched to individual ability and learning slows.
- Teaching is characterised by good subject knowledge, challenging targets for achievement and a
‘can do’ atmosphere. Pupils gain knowledge and experiences and make positive moves forward
in their learning. They are also given skills for life-long learning. Open-ended and philosophical
questions, for example, allow time for pupils to respond, which encourages pupils to think and
consider as a matter of course.
- Occasionally, pupils are not quite sure of what is expected from them because it is not explained
clearly enough for them to understand. In these cases some pupils do not complete work while
some others complete it quickly and become restless. Pupils’ understanding is not checked by
appropriate questions and so activities are not re-shaped to match every pupil’s ability.
- Most marking is thorough and all is up-to-date. The vast majority is very thoughtful in helping
pupils to improve because it is very clear and understandable. Teachers typically use information
from their assessments to make changes to how they provide further challenge or help for
pupils. Good teachers and support staff then check to make sure pupils have acted on their
recommendations and intervene if there are still any gaps in pupils’ knowledge or understanding.
- Many pupils and staff made a point of showing us the ‘Forest Books’ and the ‘Big Book of
Photo’s’ showing pupils’ learning. Photographs and ‘videos’ are often used in marking to highlight
pupils’ successes, as well as examples of where they can improve. Pupils said how this makes it
very clear to them about where they are doing well, as well as how to make their work better. A
minority of marking does not, however, routinely inform pupils about how well they are doing or
how to improve.
|The behaviour and safety of pupils||are good|
- Children in the Early Years Foundation Stage are welcomed by all staff and pupils in the school.
They are known by name by all staff. Pupils take pride in looking after them whether in the
breakfast club or by the extremely sociable and knowledgeable house captains and vice captains,
for instance. They feel part of school life and settle down quickly. They learn to share and any
minor arguments are rare because they are well-looked after and appreciate how, ‘Everybody is
one person.’ as one child said.
- High standards of behaviour are modelled by leaders and staff. They are polite and respectful of
pupils and consequently pupils behave in the same way. Pupils are extremely positive about
behaviour in the school. ‘There is no bullying. Absolutely none. Anyway our parents and Mr Clark
wouldn’t stand for it.’ said one pupil that was echoed by others. Parents are positive about the
school and behaviour in the school survey. Behaviour has improved since the previous inspection
and the views of a very small percentage of parents who had a concern about behaviour was not
supported by the good behaviour seen during the inspection.
- Pupils are eager to learn because lessons are interesting and well-explained. They become
restless occasionally when they are not quite sure what is expected from them. Mostly they
describe ‘great teachers’ and ‘fun’ learning. All pupils spoken to said how ‘brilliant’ the
headteacher was in making school a happy and enjoyable place to learn.
- Attendance has improved because pupils enjoy coming to school and their parents are made
aware of how important it is for their children to come to school regularly.
- Pupils spoken to all said they felt safe and knew who to turn to if they were worried about
anything. They have a clear sense of justice and of what is right and what is wrong. They
develop their confidence and self-esteem because they know that they are valued as individuals
and because they are frequently reminded of how well they are doing in their learning.
|The leadership and management||are good|
- The professional, business-like tone of the school is set by a demanding headteacher who is also
sensitive to the needs of pupils, parents and staff. Staff and pupils share an ambition and drive
to improve, which is infectious. Pupils and their parents comment about how well they make
progress and achieve.
- Careful support and training is matched to individual teachers and school priorities. Performance-
management targets are rigorous and closely examined to ensure that teaching is constantly
improving and ensuring that pupils make at least good progress. All groups of pupils achieve
well reflecting the school’s effective equality of opportunity. Opportunities to share good practice
and resources reflect effective partnerships with the local nursery and special school.
- Senior and middle leaders know their school because they regularly observe lessons, examine
pupils’ work and carefully monitor pupils’ progress. They are aware of what the school does well
and what is required to make further improvements. Since the school’s previous inspection all
areas of school have improved; standards have risen, pupils’ progress has been accelerated,
teaching quality has improved and behaviour and attendance are better. This demonstrates the
school’s good capacity to make further improvements.
- Pupils’ spiritual, social, cultural and moral development is successfully fostered and pupils are
extremely polite and engaging. They are well-aware of art, music and drama through good and
sometimes outstanding classroom display as well as enriching teaching and extracurricular
experiences. Pupils’ sense of responsibility is taken seriously especially through the house system
and in carefully and sensibly suggesting improvements. Their reasoned requests for individual
lockers were granted by leaders and the governing body for instance. Although pupils learn
about people from different walks of life, leaders acknowledge the need to develop this further
to increase pupils’ first-hand experiences of people from different ethnic backgrounds than their
- Arrangements for safeguarding pupils meet statutory requirements and training undertaken by
members of the governing body and staff is regular and thorough.
- Since the previous inspection the local authority has provided thorough and effective support. Its
involvement has lessened as the school has improved. This good support has been challenging
and helpful in securing improvements in teaching and pupils’ achievement.
- The governance of the school:
– The governing body challenges and questions the school’s performance through probing
pupils’ standards and sharing in improvement planning. It astutely manages the school’s
finances, especially in reducing deficits in the budget. The governing body allocates additional
funding, such as the pupil premium, carefully and effectively to provide good value for money.
The effects of this can be seen in positive pupil outcomes for all groups of pupils. Governance
is good and the governing body is keen to improve the school further and continues to
become increasingly more involved.
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||106043|
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||239|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 November 2009|
|Telephone number||0161 4831445|
|Fax number||0161 4834106|