School etc

Park View Primary School

Park View Primary School
Park View Road

phone: 0161 7987632

headteacher: Mr D A Stephens

reveal email: K.M.…


school holidays: via Bury council

449 pupils aged 3—10y mixed gender
403 pupils capacity: 111% full

240 boys 53%


205 girls 46%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 381771, Northing: 403342
GPS coordinates
Latitude: 53.526, Longitude: -2.2764
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 16, 2012
Region › Const. › Ward
North West › Bury South › Sedgley
Urban > 10k - less sparse
Free school meals %

rooms to rent in Manchester

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List of schools in Manchester

School report

Park View Primary School

Park View Road, Prestwich, Bury, M25 1FA

Inspection dates 16–17 October 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Better leadership and management since the
Despite changes to senior staffing, an
Senior leaders often visit lessons and give
Good teaching now ensures that all pupils
last inspection have improved teaching and
raised standards.
excellent lead from the acting headteacher
and good backing from the rest of the staff
have kept up the pace of improvements.
colleagues feedback and advice to help them
improve their teaching.
make good progress. Achievement has risen
as a result and is good throughout the school.
Reading is a particular strength.
Teachers keep a careful eye on how each pupil
Pupils are well behaved in class, try hard and
Pupils enjoy school and feel safe there. Their
is doing so they can give them all work at just
the right level. They quickly see if any
individuals start to fall behind, and make sure
these pupils are given extra help to catch up.
are keen to do well with their learning.
attendance has gone up, to be above average.
There is not enough outstanding teaching to
Marking does not always show pupils clearly
Occasionally, learning slows for parts of
Chances are sometimes missed for pupils to
make achievement outstanding.
how to improve in future.
lessons when some pupils wait for the next
show initiative and make choices about their
own learning.
In a few lessons, pupils’ progress is not
Most staff, especially those who are in charge
checked as they work, so that
misunderstandings are not spotted or
opportunities are missed for challenging pupils
to improve.
of different subjects, do not have enough
chance to work alongside their colleagues in
the classroom to share ideas and expertise.

Information about this inspection

  • Inspectors visited substantial parts of 21 lessons. Shorter visits to classes were also made to
    observe pupils being taught reading, and to see how some pupils were given extra help with
    their learning.
  • The team had formal discussions with staff and pupils, with representatives of the governing
    body and with an officer of the local authority. Inspectors also spoke informally with many
    individual pupils and with teachers about their lessons.
  • Examples of pupils’ work were examined in their books and on displays.
  • Several younger pupils read to inspectors.
  • Inspectors took account of 36 replies to the online questionnaire (Parent View), as well as 94
    replies to the school’s own questionnaire.

Inspection team

Steven Hill, Lead Inspector Additional Inspector
Sheila O’Keeffe Additional Inspector
Peter Martin Additional Inspector

Full report

Information about this school

  • This primary school is of above-average size, with a Nursery which provides part-time education
    for 50 younger children in the Early Years Foundation Stage.
  • The majority of pupils are White British but about a third come from a wide range of different
    minority ethnic heritages. An average proportion of pupils speak English as an additional
  • The proportion of disabled pupils or those with special educational needs who receive the level
    of support known as ‘school action’ is below average. The proportion supported at ‘school action
    plus’ or who have statements of special educational needs is also below average, but a few year-
    groups have a high proportion of such pupils.
  • The proportion of pupils known to be eligible for extra funding from the pupil premium (which is
    provided to support the learning of pupils who are entitled to free school meals or in the care of
    the local authority) is similar to that in most schools.
  • The school meets the government’s floor targets, which set minimum standards for pupils’
    attainment and progress.
  • A new deputy headteacher took up post 18 months ago. She has been acting headteacher in the
    school since September, following the retirement of the previous headteacher. This term, the
    assistant headteacher has been on long-term leave. Other members of staff have filled in the
    resultant gaps in the senior leadership team.
  • The school runs a daily breakfast and after-school club for its own pupils.

What does the school need to do to improve further?

  • Make more teaching outstanding by:
    ensuring that pupils are always involved throughout lessons and never have to wait for their
    next task with nothing specific to do
    always checking how well pupils are coping during lessons so that misconceptions can be
    addressed and pupils challenged to make their work better
    providing more opportunities for pupils to use their initiative and to make decisions for
    themselves about how best to get on with their work
    marking pupils’ written work so that they are given more specific advice about how to improve
    and checking that this advice is always followed.
  • Provide teachers, especially those with subject responsibilities, with more chances to work
    alongside colleagues in the classroom and share their expertise.

Inspection judgements

The achievement of pupils is good
  • Children start in the Early Years Foundation Stage with skills and understanding that are lower
    overall than those expected nationally. They make good progress, with many getting much
    closer to expectations by the end of Reception.
  • Progress through Years 1 and 2 has accelerated since the last inspection and pupils now achieve
    well. In 2012, attainment at the end of Year 2 was at least average for the first time in all
    subjects, and pupils did particularly well in reading.
  • Achievement by the end of Year 6 has been good for several years and has been increasing
    steadily. A previous relative weakness in mathematics was eliminated by the end of Year 6 in
    2012. Attainment for this cohort was slightly above average overall, which represents good
    progress from their low attainment when they started in Year 3.
  • Pupils who are known to be eligible for the pupil premium make as much good progress as their
    classmates. Disabled pupils and those with special educational needs make good progress in the
    light of their starting points. For both these groups, standards are getting closer to those of their
    classmates as they move through the school.
  • Boys do as well as girls, and pupils from different ethnic groups make as much headway as
    others in the school. Pupils who speak English as an additional language achieve well and reach
    the same standards as their peers.
  • Pupils make particularly good progress in reading. In the younger classes, they gain a good
    understanding of how letters in words represent different sounds, and learn to enjoy reading.
  • The focus on reading continues in older classes where, in ‘guided reading’ sessions, pupils gain
    sophisticated skills as they are challenged to interpret a range of difficult texts. Pupils read often
    and develop clear tastes for different genres. Their enjoyment of fantasy led to good progress in
    both literacy and information and communication technology (ICT) skills when Year 6 designed
    adventure games on the computer.
The quality of teaching is good
  • Teachers manage classes well so that learning is purposeful and lessons are orderly. They have
    high expectations of work and behaviour and pupils try hard to meet these.
  • Lively explanations make lessons interesting, often enhanced by the use of interactive
    whiteboards to make things clearer. Engaging practical activities keep pupils involved, and
    linking work in different subjects together makes learning more meaningful.
  • Teachers make good use of discussion to help pupils sort out their ideas and keep them all
    involved. Pupils’ high level of involvement in lessons gives them enthusiasm for learning and
    boosts their progress. Occasionally, pupils have to wait passively for the next task without
    having anything specific to do, or watch and listen passively for too long, and then their
    concentration weakens.
  • A key feature in pupils’ improving progress is the routine setting of different work for pupils of
    different ability. This means that the level of challenge in lessons is just right, so that work is
    neither too difficult nor too easy.
  • Teachers give pupils good opportunities to use their literacy and ICT skills to support learning in
    other subjects.
  • Good opportunities are provided for pupils to work in small teams. This was seen when pupils
    made excellent progress in their thinking, speaking and listening skills as the teacher prompted
    them to share ideas when solving the mystery of a robbery in a museum. However, pupils are
    rarely required to show initiative or to make choices about their own learning.
  • In the large majority of lessons, the adults keep a careful eye on how everyone is getting on.
    They step in quickly to put pupils right if they are confused, and continually prompt them to
    refine their thinking and improve their work. However, in a few lessons, the adults focus too
    much on one or more groups in the class, so that pupils working independently do not all get the
    support and challenge they need.
  • Pupils’ work is marked regularly and assessed accurately. They are told what has been
    successful and why. However, teachers’ comments do not always tell pupils in detail how they
    can improve in future. When such pointers are given, they are not often followed up by pupils in
    their next pieces of work.
The behaviour and safety of pupils are good
  • Pupils enjoy school and form good relationships with each other and with staff. Boys and girls
    from different backgrounds get on well together at work and at play. They work well in pairs or
    in small teams, but are also independent when they need to be.
  • In lessons, pupils concentrate well, work hard and are keen to learn. They show resilience in
    learning, cheerfully tackling mistakes in mathematics, for example, and taking a pride in their
    eventual success. They maintain good behaviour even when tasks slow down in pace and pupils’
    interest flags.
  • Pupils have a good understanding of different kinds of bullying, such as that involving electronic
    messaging, and of what to do should issues arise. They say bullying is very rare, and have great
    confidence that the adults will sort out any incidences quickly. In discussion, pupils were very
    positive about behaviour, saying that it had improved considerably and that any misbehaviour
    was dealt with well.
  • A few parents expressed doubts about how well the school maintains good behaviour and deals
    with bullying. The majority of parents, however, share their children’s positive views and this
    was corroborated by the school’s records as well as by what was observed during the inspection.
  • Pupils feel very safe in school and show care and consideration for others when moving around
    indoors, in the playground and from building to building. They generally have a good
    understanding of keeping safe in different situations, and Year 6 gave several examples based
    on their training last year with the ‘Crucial Crew’. However, their understanding of how to keep
    safe when using the internet and electronic communication devices is patchy.
  • There are some good examples of how pupils who struggle with maintaining good behaviour
    have been supported sensitively but firmly to improve their behaviour, settle into school and
    then make good progress.
The leadership and management are good
  • Since the last inspection, the senior leadership team has successfully developed an ambitious
    shared vision for the school based on seeking high achievement for all pupils. This push for
    improvements has been sustained despite the recent disruption to senior leadership.
  • A strong focus on improving teaching and learning has been based on observation of lessons
    and review of the work in pupils’ books, with clear feedback to staff to help them build on good
    practice and eliminate weaknesses. In parallel with this, better checking of pupils’ progress has
    given a clear picture of how well individuals and groups are doing. This has been used by
    teachers and senior leaders during ‘pupil progress meetings’ to identify those who need extra
    help, and put this in place. Achievement has gone up as a result.
  • The local authority has provided a good level of support to the school, particularly in helping
    leaders in their analysis of teaching and progress, and so improving both.
  • Teaching is well managed and it is improving. Targets for teachers are ambitious and linked to
    detailed expectations of pupils’ progress. Targets are also set in relation to aspects of each
    individual’s classroom practice and there are targets for those with leadership roles. The acting
    headteacher is currently introducing a new system which makes much more rigorous
    connections between performance and pay, and more specific identification of training for
    teachers to help them meet targets.
  • Staff with leadership roles for subjects play an increasingly effective part in driving
    improvements, but have few opportunities to work alongside colleagues in the classroom to
    share their expertise.
  • The curriculum is lively and interesting, with special events much enjoyed by pupils, such as
    Year 1’s medieval day, including a feast, seen during the inspection. It promotes spiritual, moral,
    social and cultural development well. The specialist teaching of music and French make
    particularly strong contributions to spiritual and cultural development. These subjects are greatly
    enjoyed and high standards are reached by many pupils.
  • The pupil premium has been used well to ensure that relevant pupils get any extra academic
    help they need and this has contributed well to them making the same good progress as their
    classmates. Funding has also been used to ensure that these pupils have full access to the
    different aspects of school life, such as residential visits.
  • Links with parents have been improved and more systems are in place to involve them in school
    activities. They are given better information about their children’s progress as well as about the
    curriculum and school events.
  • The governance of the school:
    The governing body has good systems to learn about the school’s strengths and weaknesses.
    These enable it to challenge the school about its performance so that governance has
    contributed positively to the higher expectations shared by staff. The governing body has a
    good grasp of performance management and is supporting the senior leaders in making this
    more rigorous. Governors have ensured that the pupil premium funding is used well and that
    safeguarding procedures meet requirements.

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 105307
Local authority Bury
Inspection number 404982

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 438
Appropriate authority The governing body
Chair Jeff Rose
Headteacher Tracy Bevan
Date of previous school inspection 11 November 2010
Telephone number 0161 798 7632
Fax number 0161 798 6081
Email address reveal email: park…


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