Park View Primary School
phone: 0161 7987632
headteacher: Mr D A Stephens
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 %
- 0.1 miles Manchester Mesivta School M250PH (121 pupils)
- 0.4 miles Yesoiday Hatorah School M250JW
- 0.4 miles St Hilda's Church of England Primary School M251HA (133 pupils)
- 0.4 miles St Monica's RC High School and Sixth Form Centre M251JH (1183 pupils)
- 0.4 miles Yesoiday Hatorah School M250JW (799 pupils)
- 0.5 miles Butterstile Primary School M259RJ (402 pupils)
- 0.5 miles St Mary's Church of England Aided Primary School, Prestwich M251BP (235 pupils)
- 0.6 miles Sedgley Park Community Primary School M250HT (271 pupils)
- 0.6 miles Prestwich Arts College M251JZ (794 pupils)
- 0.7 miles St Philip's RC Primary School M74WP (383 pupils)
- 0.7 miles Prestwich Preparatory School M251PZ (118 pupils)
- 0.9 miles Heaton Park Primary School M456TE (400 pupils)
- 0.9 miles Our Lady of Grace RC Primary School M253AS (448 pupils)
- 0.9 miles Cloughside College M253BL (6 pupils)
- 0.9 miles St Paul's CofE Primary School M73PT (204 pupils)
- 0.9 miles Oholei Yosef Yitzchok Lubavitch Boys' School M74NB
- 1 mile Parrenthorn High School M252GR (850 pupils)
- 1 mile Kersal High School M73QD
- 1 mile OYY Lubavitch Girls' School M74JD (115 pupils)
- 1 mile T'Mimei Lev School M74QY (30 pupils)
- 1.1 mile Hubert Jewish High School for Girls M74NT
- 1.1 mile Manchester Junior Girls' School M74JA (282 pupils)
- 1.2 mile Tiferes Samuel School M70LE
- 1.2 mile Kersal Towers M74LE
Park View Primary School
Park View Road, Prestwich, Bury, M25 1FA
|Inspection dates||16–17 October 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
| 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
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
| 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
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
- 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.
|Steven Hill, Lead Inspector||Additional Inspector|
|Sheila O’Keeffe||Additional Inspector|
|Peter Martin||Additional Inspector|
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.
|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
- 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
- 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’
- 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 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||105307|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||438|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 November 2010|
|Telephone number||0161 798 7632|
|Fax number||0161 798 6081|