School etc

New Greenhall

New Greenhall
Green Hall Close

phone: 01942 883928

headed by: Ms Elizabeth Loftus

school holidays: via Wigan council

96 pupils aged 3—13y mixed gender
80 pupils capacity: 120% full

80 boys 83%


15 girls 16%


Last updated: July 21, 2014

— Community Special School

Establishment type
Community Special School
Establishment #
Open date
Sept. 1, 2006
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 368689, Northing: 403968
GPS coordinates
Latitude: 53.531, Longitude: -2.4738
Accepting pupils
2—14 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 17, 2014
Region › Const. › Ward
North West › Bolton West › Atherton
Urban > 10k - less sparse
SEN priorities
MLD - Moderate Learning Difficulty~SpLD - Specific Learning Difficulty
Special classes
Has Special Classes
Free school meals %
Learning provider ref #

School report

New Greenhall

Green Hall Close, Atherton, Manchester, M46 9HP

Inspection dates 17–18 June 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Outstanding 1
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
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

All groups of pupils make good progress from
Teachers are adapting well to the rapidly
Pupils love coming to school and do so
their very varied starting points. Some make
outstanding progress, especially, but not
exclusively, in the Early Years Foundation
Stage and Key Stage 1.
changing need of pupils. They manage large
classroom teams very well to make sure that
all individuals have their learning, behaviour
and personal care needs particularly well met.
Teachers are particularly good at helping
pupils communicate and to get on well with
each other.
whenever they can. They behave
exceptionally well. They pay attention in class
and mix well out of it.
Pupils feel safe and secure. Their parents
Leaders and managers, including governors,
Leaders, managers and governors have taken
Parents like this school. Pupils like this school.
agree. For many parents, the safety, happiness
and personal development of their children is
of the utmost importance and, in this respect,
the school does particularly well.
are managing change well. They make sure
that everything they do is done for a clearly
stated purpose. Whenever they check what is
going on in school, they praise the good and
offer support to eliminate anything that is less
than that.
considerable steps to improve teaching.
Weaker practice is being eliminated and
stronger practice is being rewarded.
Staff are proud to be a part of the way it is
helping pupils to learn and enjoy life.
Teaching is not outstanding. There are too
many inconsistencies in the way teachers
mark books and tell pupils what they need to
do to do better.
Pupils are not always moved on to harder work
quickly enough once they have mastered what
they are doing, especially the most able.

Information about this inspection

  • Inspectors visited every classroom at least once. They saw all teachers and observed 10 lessons.
    Four of these were in the company of senior leaders.
  • Inspectors looked at many samples of pupils’ work and records of their progress.
  • Inspectors had many informal chats with pupils and met with a few parents collecting their
    children at the end of the school day. They took note of the responses that parents, pupils and
    staff have made to questionnaires issued by the school and Ofsted.
  • Inspectors talked to a representative of the local authority and two members of the governing
  • Inspectors looked at a lot of documentation relating to the way it keeps pupils safe and is
    working to improve teaching and learning.

Inspection team

Alastair Younger, Lead inspector Additional Inspector
Marilyn Massey Additional Inspector

Full report

Information about this school

  • Nearly all pupils have a statement of special educational needs. Most of these show a significant
    degree of learning difficulty. Many pupils have additional difficulties including autism. In recent
    years, pupils’ special needs have become increasingly severe and complex.
  • Nearly all pupils are White British. Boys considerably outnumber girls.
  • Nearly a half of all the pupils on roll are known to be eligible for free school meals. The
    proportion of pupils who are looked after by the local authority is also larger than average. A
    larger than average proportion is therefore eligible for support through the pupil premium, which
    provides additional government funding for these two groups.
  • The school is subject to reorganisation. It is going to become a special school for primary-aged
    pupils. As pupils in Key Stage 3 leave they are not being replaced. The current Year 6 pupils will
    transfer to a different school at the end of the current academic year.
  • A new headteacher was appointed shortly after the last inspection. The deputy headteacher is
    currently on maternity leave. There is currently an acting deputy headteacher and an acting
    assistant headteacher.

What does the school need to do to improve further?

  • Improve teaching further by making sure that:
    teachers mark pupils’ work consistently well and by making it very clear what the pupil has
    achieved and what the pupil needs to do to move on
    pupils are moved on to harder work as soon as they have mastered what they are doing,
    especially the most able.

Inspection judgements

The achievement of pupils is good
  • All pupils join the school at a lower level of learning and development than is typical for their
    age. Staff quickly establish just what these starting points are and promptly build up individual
    programmes to meet these needs. For many this includes plans to support behaviour and
    personal care as well as learning.
  • From these starting points, pupils make good, and occasionally outstanding, progress. There are
    no pupils who make worse than expected progress. Achievement is good because whenever
    progress is seen to be faltering, or not as good as expected, individuals are given effective extra
    support to help them catch up. More pupils could be making outstanding progress if they were
    given harder work as soon as it became clear that they were already able to do the work they
    had been set. This tends to happen more with the most able pupils.
  • Children in the Early Years Foundation Stage and Key Stage 1 achieve particularly well. They are
    often exceptionally well taught and given exciting opportunities to learn and develop, both
    indoors and outdoors.
  • Apparent differences in the performances of groups of pupils often amount to the under, or
    over, performance of one or two individuals. None are disadvantaged. There is good promotion
    of equal opportunities because teachers take care to vary work to meet different needs. Pupils
    known to be eligible for free school meals, and others supported through the pupil premium,
    make very similar progress to all other pupils. Sporting talent is recognised and extra support
    given to help individuals to make the best of it. Quite often this involves a good mix of support
    funded through additional sports funding and the pupil premium.
  • There is little significant difference between the rate of progress pupils make in English or
    mathematics. Pupils make equally good progress across a wide range of subjects and learning.
    Indeed, what they learn in one subject often helps them to make progress in another.
  • Not all pupils can read but nearly all of them enjoy books and get excited when they are reading
The quality of teaching is good
  • There is rigorous monitoring and evaluation of the quality of teaching. Teaching is good and
    pupils learn well. Over time, this good learning adds up to pupils making consistently good
    progress and this is clearly evident in pupils’ workbooks and records of their progress.
  • Parents are very happy about the way their children are taught and pupils clearly enjoy their
    lessons. Teachers manage their classrooms well; rooms are clean but some are untidy and
    cluttered. Most teachers balance the celebration of pupils’ best work, through well-presented
    displays, and the prominent display of helpful information, very well.
  • Over time, the school’s leaders and managers have, through their rigorous monitoring and
    evaluation, identified pockets of stronger and weaker teaching and taken prudent steps to
    reward the former and eliminate the latter.
  • Relationships between adults and pupils in classrooms are exceptionally good. There is harmony.
    Pupils are confident that they are safe. They like their teachers.
  • Most teachers plan lessons well to meet the needs of individuals. A few do not adapt their
    planning quickly enough when it becomes obvious that pupils can do the work they have been
    set a little too easily.
  • Leaders and managers have carefully monitored the way teachers mark pupils’ work. Their
    findings are well supported through the evidence of inspection. Most marking is good but there
    is also some that requires improvement. In one book, inspectors saw this comment: ‘Good
    matching of English and Spanish words, now can you find out the right words for the rest of the
    list?’ In another, they saw: ‘Super work’. The first example is highly specific and points the pupil
    towards further success. The second, although praising of their achievement, does not help to
    explain what is super about their work or how it could be made even better.
  • Teachers are becoming increasingly skilled in meeting the demands of an increasingly complex
    range of pupil needs. They are getting a lot better at helping pupils to communicate through
    whatever means possible. They are responding well to the training they are being given in
    working with pupils with autism.
The behaviour and safety of pupils are outstanding
  • The behaviour of pupils is outstanding. All instances of misbehaviour relate closely to pupils’
    assessed needs. Teachers are well aware of these, plan carefully to address them and manage
    misbehaviour sensitively and very well. Parents are very happy with the standard of behaviour in
    the school and the vast majority of staff agree with them.
  • It is highly significant that leaders and managers can devote their attention to improving
    teaching and raising standards rather than worrying about how to manage pupils’ behaviour.
  • Pupils like each other. They understand each other’s difficulties and are tolerant and inquisitive.
  • Pupils like coming to school.
  • Whenever questions arise about absence they are quickly followed up by learning mentors.
    When pupils are unexpectedly absent staff quickly establish why. If absence tends to be
    repeated the school is good at contacting other support to establish why.
  • There is no recorded evidence of bullying, harassment or serious unpleasantness and none was
    seen by inspectors or reported by parents, pupils or staff.
  • The school’s work to keep pupils safe and secure is outstanding. Parents and pupils have total
    confidence in the school. Pupils are given a lot of good advice about how to keep themselves
    safe when using public transport, computers or other forms of technology.
  • All pupils know what to do if they have worries. They are not made fearful of the outside world
    but are given good advice about what to do if they ever become scared about anything or
The leadership and management are good
  • The headteacher is effectively promoting much needed change in staff expectations and
    practice. There was some resistance at first but staff are now firmly behind her and her vision
    for improvement. Leaders, managers and governors have an increasingly realistic idea of where
    the school is now and where they want it to be in the future.
  • The acting deputy headteacher and assistant headteacher have taken on their additional
    responsibilities well. They are both teachers who can lead by example. Unlike the headteacher
    they find it harder to confront underperformance; but they are getting much better at it.
  • Middle management has recently been extended to include two senior teachers to complement
    the existing senior teacher and two higher-level teaching assistants. Their work is effective.
    There has been a huge and effective focus on improving teaching. Following the previous
    inspection, some teaching became less effective and some aspects required improvement. Over
    the past two years, this decline has been halted. Teaching that requires improvement is quickly
    identified, and successful teaching is being increasingly recognised and rewarded.
  • Teachers manage large classroom teams very well. They make sure that classroom assistants
    understand what they are expected to do and balance responsibilities very well.
  • Teachers are set targets for improvement that recognise the importance of raising standards.
  • Parents are happy with the work of the school. They like the friendliness of staff and the way
    they let them know how well their children are getting on. They are pleased that the school
    keeps making their children’s lives better. Much of this is down to the way that the school
    promotes the spiritual, moral, social and cultural development of pupils through a particularly
    well developed range of activities.
  • This is a school that has caused the local authority no concern for many years. It is also
    recognised by the local authority as a school that has a great deal to offer other schools. Many
    staff play a big role in helping other schools to cope with pupils with similar, but less extreme,
    needs as those who attend this school.
  • The governance of the school:
    Governors have a clear understanding of the school’s strengths and weaknesses. They are well
    informed by the headteacher but also take care to check up on whether what is being
    reported is happening. Governors have supported the headteacher’s actions to improve
    teaching and raise standards. They recognise that there was a quick decline in teaching
    following the last inspection and have supported the headteacher well in addressing this issue.
    Governors know how well pupils are achieving, how well they are attending, and how well
    they are behaving. They also show awareness of how extra money coming into the school
    through the pupil premium and primary sport funding is being used and to what effect.
    Governors are aware of the fact that not all staff are performing at a level that justifies their
    pay. Governors are very vigilant in making sure that all pupils are kept safe and well looked

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 131295
Local authority Wigan
Inspection number 439649

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

Type of school Special
School category Community special
Age range of pupils 2–14
Gender of pupils Mixed
Number of pupils on the school roll 96
Appropriate authority The governing body
Chair Brian Turrell
Headteacher Liz Loftus
Date of previous school inspection 12 January 2011
Telephone number 01942 883928
Fax number 01942 870069
Email address reveal email: head…


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