School etc

Parklee Community School

Parklee Community School
Wardour Street
Greater Manchester

phone: 01942 874203

headteacher: Mrs Michelle Ridsdale Bsc Qts (Hons) Npqh

school holidays: via Wigan council

303 pupils aged 2—10y mixed gender
315 pupils capacity: 96% full

165 boys 54%


140 girls 46%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 367734, Northing: 402808
GPS coordinates
Latitude: 53.521, Longitude: -2.4881
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 17, 2011
Region › Const. › Ward
North West › Leigh › Atherleigh
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Manchester

Schools nearby

  1. 0.2 miles Hesketh Fletcher CofE High School, Atherton M460AY
  2. 0.3 miles Atherton Community School M469JP (134 pupils)
  3. 0.4 miles Chowbent Primary School M469FP (170 pupils)
  4. 0.4 miles Sacred Heart RC Primary School M469BN (189 pupils)
  5. 0.5 miles Hindsford CofE Primary School M469BL (206 pupils)
  6. 0.5 miles St Philip's CofE Primary School, Atherton M469FD (286 pupils)
  7. 0.5 miles Two Porches School M460HX
  8. 0.5 miles Sacred Heart RC Infant School M469BL
  9. 0.6 miles Meadowbank Primary School & Children's Centre M460HX (249 pupils)
  10. 0.6 miles St Richard's Roman Catholic Primary School Atherton M460HA (163 pupils)
  11. 0.6 miles Fred Longworth High School M298JN
  12. 0.6 miles Fred Longworth High School M298JN (1257 pupils)
  13. 0.7 miles St Michael's CofE Primary School, Howe Bridge M460PA (205 pupils)
  14. 0.7 miles St George's CofE Junior School M460HJ
  15. 0.7 miles St George's CofE Infant School M460LE
  16. 0.7 miles Atherton St George's CofE Primary School M460HJ (244 pupils)
  17. 0.8 miles Kingshill School M298JE
  18. 0.9 miles Shakerley CofE Primary School M298LN
  19. 0.9 miles St George's CofE Junior and Infant School M298HU
  20. 0.9 miles Atherton Green Hall School M469HP
  21. 0.9 miles New Greenhall M469HP (96 pupils)
  22. 0.9 miles The Lilford Centre M298LN
  23. 1 mile Higher Folds Primary School WN72XG
  24. 1 mile St Gabriel's Catholic Primary School WN72XG (305 pupils)

List of schools in Manchester

School report

Parklee Community Primary


Wardour Street, Atherton, Manchester, M46 0AR

Inspection dates 17–18 June 2015
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Leadership and management Good 2
Behaviour and safety of pupils Good 2
Quality of teaching Good 2
Achievement of pupils Good 2
Early years provision Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

This good school is led very efficiently by an
Together with an improving middle leadership
From often lower than typical starting points when
The quality of teaching, including in the early
Pupils behave exceptionally well in lessons. Their
ambitious headteacher who is supported by a
capable, well-trained senior leadership team, and
a challenging and effective governing body.
team, they have ensured that the quality of
teaching and pupils’ learning has improved since
the previous inspection. Standards across the
school are rising.
children start school, all groups of pupils in all key
stages make good progress in reading, writing
and mathematics. Standards by the end of Year 6
are usually above average.
years, is good. Teachers know pupils well. They
plan exciting activities and ensure that pupils are
always ready and eager to learn.
attitudes to learning are positive.
The school’s work to keep pupils safe and secure is
Pupils benefit from a good curriculum which fully
Pupils enjoy school. Their attendance is above
Pupils’ spiritual, moral, social and cultural
Parents are highly complementary about all aspects
Early years provision for children in the Nursery and
good. Pupils are well looked after and say that they
always feel safe.
engages their interests, particularly in writing,
music, visual art, sport and French.
understanding is good, as is their knowledge and
appreciation of British values.
of the school. They are confident that their children
are safe, well looked after, and achieving well.
Reception classes is good. Children enjoy their
learning, make good progress and achieve well.
Teaching assistants, and other adults who support
teachers and pupils, are not always as effectively
deployed as they could be, to ensure pupils’, and
children’s, good progress.
Teachers’ do not always use information on pupils’
The new outdoor learning areas in the early years
performance effectively to ensure that all pupils,
especially the most able, achieve to the very best of
their ability, particularly in Key Stage 2.
do not yet generate outstanding learning

Information about this inspection

  • Inspectors observed a range of lessons in all year groups, as well as the teaching of small groups of pupils
    and sessions aimed at helping pupils to learn to read.
  • Inspectors listened to pupils read and held discussions with pupils from across the school. They scrutinised
    pupils’ work during lessons and separately with senior leaders.
  • Inspectors considered 22 responses to the online questionnaire (Parent View), as well as the school’s own
    surveys of parents’ views. A meeting was held with 11 parents.
  • Responses to the inspection questionnaire completed by 35 members of staff were considered.
  • A meeting was held with three governors, including the Chair of the Governing Body. Inspectors met with
    school leaders and staff responsible for various subjects and phases, including English, mathematics, early
    years, Key Stages 1 and 2 leaders, and the leader responsible for provision for disabled pupils and those
    who have special educational needs.
  • An inspector met a representative from the school’s local cluster group of schools and held a telephone
    conversation with a representative from the local authority.
  • Inspectors examined a range of documents. These included the school’s reviews of its own performance,
    information about pupils’ progress, checks on the quality of teaching, development plans, the school’s,
    various records of pupils’ attendance, behaviour records and safeguarding documentation.

Inspection team

Lenford White, Lead inspector Additional Inspector
Marilyn Massey Additional Inspector
Lorna Elizabeth Rushton Additional Inspector

Full report

Information about this school

  • This is an above average-sized primary school.
  • The proportion of disabled pupils and those who have special educational needs is above average.
  • An average proportion of pupils are disadvantaged and supported by pupil premium funding. The pupil
    premium is additional government funding to support those pupils who are known to be eligible for free
    school meals and those who are looked after by the local authority.
  • Almost all pupils are of White British heritage.
  • Children in the early years provision attend Nursery on a part-time basis. Reception classes are attended
    on a full-time basis.
  • A breakfast club, known as `Bright Sparks’, is available to pupils. This is managed by the governing body.
  • The school meets the government’s current floor standards, which are the minimum expectations for
    pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
  • Since the time of the previous inspection, there have been a number of appointments, including eight
    teachers, six teaching assistants and an early years manager. The senior leadership team has been
    reorganised and a number of new governors, including the Chair of the governing Body, have joined the
    governing body.
  • Since the previous inspection, the school has undergone significant building work. This includes four new
    classrooms, outdoor learning and playing areas for children in the early years, a library, and resource and
    music rooms.

What does the school need to do to improve further?

  • Improve the quality of teaching so that it is outstanding, and in so doing, raise levels of achievement across
    the school, particularly in Key Stage 2, by making sure that:
    teaching assistants and other adults who support teachers and pupils, including children in the early
    years, are always effectively deployed to enable pupils to always make at least good progress
    teachers always use information on pupils’ performance effectively to enable all pupils, especially the
    most able, to achieve to the very best of their ability.
  • Improve children’s learning and progress in the outdoor learning areas for children in the Nursery and
    Reception classes, to ensure a greater proportion of children enter Year 1 with the skills and abilities
    necessary for the next stage of their learning.

Inspection judgements

The leadership and management are good
  • This is a school that has been transformed since the previous inspection, with its attractive and well laid
    out new classrooms, new and refurbished outdoor learning and playing areas, and recently appointed
    teaching staff. The school is exceptionally well led and managed by a highly efficient and ambitious
    headteacher who, together with her senior leaders, staff and governors have worked tirelessly to raise
    standards and improve the quality of teaching.
  • Senior leaders have been uncompromising in ensuring that all teaching is at least consistently good. They
    have worked in close partnership with their local cluster of schools to offer to staff a comprehensive
    programme of continuous professional development, which has helped to improve teachers’ practice, and
    the effectiveness of the middle leadership team.
  • Middle leaders, as well as those responsible for coordinating teaching and learning in English and
    mathematics, are effective in their roles. Although most are new to their roles, middle leaders work well
    together to provide good support to teachers new to the school. They regularly assess the quality of
    teaching, and check the quality of teachers’ marking.
  • The performance of teachers is closely monitored. Teachers are set challenging targets, all of which are
    linked to improving outcomes for pupils. The school’s records of the quality of teaching show that senior
    leaders clearly identify what teachers need to do to improve, and that teaching is continually improving.
    Leaders know that, for example, their next steps are to check the performance of teaching assistants
    more regularly and to further support them in developing their classroom practices.
  • Pupil premium funding is used effectively to raise standards and enrich the learning of the pupils it
    supports. Senior leaders ensure that no pupil misses out on any aspect of school life because of their
    personal or family circumstances. The gap in achievement between disadvantaged pupils and their peers
    at the end of Year 6 in 2014 has been narrowed, particularly in mathematics. In some year groups,
    including the current Year 2, disadvantaged pupils are performing better than their peers and other pupils
  • The school’s fully implemented new curriculum is increasingly effective in developing pupils’ reading,
    writing, spelling, grammar, punctuation and mathematical skills, and has led to improvements this year,
    particularly in Key Stage 2. It captures pupils’ imagination, through visits to places of interest, which
    include castles, museums and theatres, and through topics exploring Brazilian culture, the Anglo Saxons,
    and life during the Second World War.
  • The school promotes pupils’ spiritual, moral, social and cultural development effectively. Pupils learn about
    the major world faiths, and have visited churches, a mosque, and a synagogue. Pupils organise fund-
    raising events, and have raised money for various cancer charities. All pupils in Year 4 have the
    opportunity to play the flute or clarinet. Pupils throughout the school are offered music tuition, and many
    regularly play the piano, drums, trumpet, guitar, and engage in singing activities and choral events.
  • Pupils are well aware of British values, and understand that ‘Britishness’ extends beyond the bounds of the
    local village. Pupils understand the principles of democracy and the rule of law, as demonstrated when
    they hosted their own parliamentary election during the general election. Visitors from the local authority
    and celebrations during ‘Multi-cultural Week’ help to develop pupils’ understanding of the culturally diverse
    nature of British society.
  • The school promotes a strong relationship with parents and the community. Parents agree that their
    children are safe, well looked after and behave well. All would recommend the school to others. They
    appreciate being ‘kept in the loop’.
  • Senior leaders and governors ensure the primary school sports funding is well spent. Funding has had a
    good impact on developing teachers’ skills, through their work alongside experienced instructors, and
    improved pupils’ participation in a range of sports, including kurling, volleyball, rugby and cross-country
    running. A residential weekend is available for upper Key Stage 2 pupils with exceptional sporting talents.
  • The school’s work to challenge discrimination and promote equality of opportunity is good. Inspection
    evidence shows that all groups of pupils make at least good and sometimes outstanding progress. Senior
    leaders carefully review data that shows how well different groups of pupils are learning. They are yet to
    ensure, however, that teachers always use this information to good effect, particularly to ensure that the
    most able are challenged so that they reach their full potential.
  • The local authority provides light-touch support to the school. The school also benefits from support
    brokered though the local consortium of schools, and works with specialists to, for example, make sure
    that the quality of pupils’ writing is correctly assessed. The school has also enlisted the support of external
    consultants to check on the quality of early years provision.
  • The school takes care to ensure that all statutory requirements for safeguarding are met, and has in place
    effective arrangements for safeguarding pupils, including children in the early years. All members of staff
    are familiar with safeguarding procedures and know exactly what to do if a pupil alerts them to a concern
    regarding their safety or well-being.
  • The governance of the school:
    Governors are effective in their roles. They challenge the school and are fully aware of what it needs to
    do to further improve. They know that pupils’ performance at the end of Year 6 in 2014 dipped and was
    not as good as the school’s usual performance, especially in mathematics and grammar, punctuation
    and spelling. Governors are working closely with senior leaders to ensure that current Year 6 pupils are
    making good progress, and attaining well. They have a good understanding of the progress of all
    groups of pupils and of how data on the progress of pupils compares to other schools.
    Governors have an accurate view of the quality of teaching because they receive regular reports from
    senior leaders, and because they come into school to spend time in the classroom and look at pupils’
    work. They are prepared to reward teachers for their good work, but only when there is sufficient
    evidence of pupils’ good achievement. They ensure that any weak teaching is addressed.
    Governors have made it a priority to ensure that disadvantaged pupils supported through pupil premium
    achieve well, enjoy their learning and are able to participate in all aspects of school life. They know that
    ‘booster’ classes, homework clubs and training for teachers are making a difference, and are narrowing
    any gaps between the performance of disadvantaged pupils and others.
    Governors are well trained and regularly participate on courses, and attend conferences in order to keep
    themselves abreast of new regulations, and developments in education.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. Pupils’ behave exceptionally well in lessons. They are eager to please,
    and to secure success, both for themselves and their teachers. This is evident in most classrooms where
    every pupil’s hand is up, eager to ask, or to answer a question. Pupils behave well around the school,
    including at break and lunchtimes.
  • Pupils who spoke to inspectors, including children in the early years, are of the opinion that behaviour is
    almost always good, and that any ‘messing about’, ‘or shouting out’ is rare. Parents who responded to
    Parent View are also of the view that behaviour is good, as are staff. Inspection evidence, including a
    scrutiny of the school’s behaviour logs, and discussions with pupils, parents and governors confirms that
    behaviour over time is also typically good.
  • Pupils enjoy coming to school. Their attendance is above average and they have good attitudes to
    learning. However, occasionally when work lacks challenge, a few pupils can lose focus in their learning.
  • Pupils are polite, well mannered, respectful to each other, their teachers and visitors, and enjoy talking
    about their learning. They are punctual and participate in various morning activities, including those
    offered through the Bright Sparks breakfast club.
  • Pupils take great pride in their appearance, and are fully appreciative of their bright, attractive and
    engaging classrooms.
  • Pupils, particularly in Key Stage 2, are mature, and enjoy having responsibilities as members of the school
    and eco-councils, and when organising reading activities through the book club.
  • The school’s work to keep pupils safe and secure is good.
  • Pupils say that they always feel safe at school and that they are confident in talking to any member of
    staff if they have a worry or concern. They say that any concerns are dealt with immediately.
  • Pupils are of the view that bullying rarely, if ever, happens. They know that discriminatory behaviour can
    take many forms. For example, Key Stage 2 pupils noted, ‘racism is when you disrespect someone, and
    think that you are better than they are’. Pupils were quick to point out to inspectors that this never
    happens in school, and that the school takes any form of prejudice seriously.
  • Older pupils know what cyber-bullying is, and that it can take place on computers, social networking sites,
    mobile phones and hand-held games. They learn about e-safety through regular assemblies and know the
    rules for using computers and tablets in school. Older pupils are able to give good advice to pupils in Key
    Stage 1 on internet safety, and know never to respond to ‘nasty texts’ and to ‘only go onto sites that
    teachers say are OK.’
  • Various visitors from fire, police, and social and health services regularly attend assemblies and classes to
    warn pupils about various dangers and risks, and help them to assess safe and unsafe situation. Pupils in
    Year 6 learn the basic cardiopulmonary resuscitation techniques (CPR), and all pupils learn how to ride
    their bicycles safely.
The quality of teaching is good
  • The quality of teaching, including in the early years, is good and has improved since the previous
    inspection. Pupils learn in bright classrooms, with lots of information available to them on how they can
    improve their reading, writing, calculations, problem solving, grammar, punctuation and spelling skills.
  • The quality of marking of pupils’ work is good. Teachers take care to identify how pupils can improve their
    work. They check carefully to see if their comments have been adhered to and that pupils have improved
    their work as a result of them. The school’s approach to improving pupils’ grammar, punctuation and
    spelling skills is highly effective. Teachers always identify mis-spelt words, and incorrect punctuation, and
    encourage pupils to practise and improve their skills in these areas. Standards of attainment by the end of
    Key Stage 2 have improved rapidly since 2014.
  • Teachers take all opportunities to develop pupils’ reading skills and to encourage them to read widely and
    often. This they do through regular whole-class reading activities, where pupils develop their skills in
    identifying key information from texts, and routinely asking pupils to read from the board.
  • Teachers make learning interesting, and regularly provide opportunities for them to engage in practical
    activities, such as experiments. This was exemplified in an exciting and fully engaging science class in
    upper Key Stage 2 where pupils were investigating the characteristics of light, and how it travels. After a
    rapid-fire question and answer session where pupils eagerly shared their ideas, the lights were turned out.
    Pupils then created shafts of light using torches and card and examined how the light they had produced
    reflected from a mirror.
  • Teachers are always clear about what pupils are intended to learn, summarise previous learning and
    quickly set pupils about their tasks. This was the case in a Key Stage 1 English class where pupils were
    learning a well-known poem about hot food. The teacher skilfully teased out from pupils the different
    aspects of language that can be used to bring poems to life, including metaphors, ‘interesting’ adjectives,
    rhyming words and similes, before getting them on their feet to perform the poem. Pupils made progress
    in their learning and were eager to create actions to illustrate the ‘popping eyes’, ‘flapping hands’ and
    ‘puffing and blowing’ of the main character in the poem. They were exceptionally well prepared to engage
    in their own poetry writing.
  • Teachers and teaching assistants usually work well together to ensure that pupils achieve well. This was
    exemplified in a lower Key Stage 2 mathematics class where pupils were practising their multiplication and
    division skills. While the teacher worked with the largest group of pupils to develop their skills in adding
    three-digit numbers, a teaching assistant worked effectively with a second group to build their confidence
    in adding smaller numbers. However, teaching assistants and other adults who support teachers and
    pupils, including children in the early years, are not always effectively deployed and this sometimes
    hampers pupils’ achievements.
  • Most teachers challenge pupils, and develop their confidence in sharing their ideas with their peers. This
    was shown in a class where pupils shared their ideas on how their daily routine of getting up and
    preparing for school differed from that of children in Brazil. However, teachers do not always use
    information on pupils’ performance effectively enough to enable all pupils, especially the most able, to
    achieve to the very best of their ability, particularly in Key Stage 2. Occasionally, work for the most able
    pupils lacks challenge.
The achievement of pupils is good
  • All groups of pupils in all key stages make good progress in reading, writing and in mathematics. By the
    end of Year 6, pupils usually attain standards that are above the national average.
  • The performance of pupils at the end of Key Stage 1 has continually improved over the last five years.
    Pupils achieve well in Key Stage 1 to reach standards that are broadly average in reading, writing and
    mathematics. Inspection evidence indicates that pupils in Key Stage 1 are continuing to make good
  • Pupils’ good progress continues through Key Stage 2. In 2014 however, pupils’ attainment at the end of
    Year 6 fell and was below average, particularly in reading, mathematics and grammar, punctuation and
    spelling. This was in part due to an unusually high proportion of pupils in this year groups with more
    complex special educational needs. For most pupils, the levels of attainment reached represented at least
    expected progress from their previous starting points in Year 3. However, the proportion of pupils
    performing better than this was lower than in previous years. Inspection evidence confirms that the
    performance of this year group was not typical. School data shows that the vast majority of pupils made
    good progress across Key Stage 2 in 2014. Work in pupils’ books also shows that current Year 6 pupils are
    attaining at least the expected standards for their age and that pupils across the Key Stage 2 classes are
    continuing to achieve well.
  • Pupils achieve well in reading. The proportion of pupils reaching the expected standard in the national
    reading screening check at the end of Year 1 in 2014 was above average. Pupils enjoy reading and
    participating in ‘book club’. They read clearly, and with good expression, enjoy poetry, and are familiar
    with the work of a wide range of authors. Those who read to inspectors were eager to discuss their books,
    and were highly skilled at assessing the quality of reading by their peers.
  • Pupils’ progress in writing was at least good in all year groups in 2014, and has improved further this year.
    Work in pupils’ books shows that they have many opportunities to practise their writing skills and produce
    extended pieces of writing, many of which relate to educational visits.
  • Pupils across the school, particularly in Year 6, demonstrate good spelling, punctuation and grammar
    skills, as shown by the work in their books, and in teachers’ consistently good, and effective approach to
    marking. Pupils’ skills and achievement currently in Year 6 in these areas are much improved on results
    from national tests in Year 6 in 2014.
  • In Year 6 in 2014, a below average proportion of pupils made the expected rate of progress in
    mathematics. Although the large majority of pupils reached the expected level of attainment, only a small
    minority reached the higher Level 5. Targeted training for staff, along with a more consistent approach to
    problem solving and a stronger focus on deepening pupils’ mathematical understanding is paying off.
    Pupils’ progress in mathematics has accelerated this year. School data and inspection evidence shows that
    most pupils are making good progress in this subject across most year groups.
  • Disabled pupils and those who have special educational needs are looked after well by highly trained
    teachers and teaching assistants. At the end of Year 6 in 2014, the attainment of pupils with special
    educational needs was below that of similar groups of pupils nationally. However, from their exceptionally
    low starting points, most of these pupils made outstanding progress in writing, and good progress in
    reading and mathematics. They are also currently making good progress across most year groups, and
    attaining highly, especially in Year 2.
  • Disadvantaged pupils achieve well. In Year 6 in 2014, the attainment of disadvantaged pupils was more
    than two terms behind their peers in school in mathematics and writing, and approximately one term
    behind in reading. Disadvantaged pupils’ attainment was about three terms behind non-disadvantaged
    pupils nationally in reading and writing, and four terms behind in mathematics. All disadvantaged pupils
    made at least expected progress in writing, as did most in reading. A small number of pupils did not make
    the expected rate of progress in mathematics. However, the school’s own data and inspection evidence
    show that currently disadvantaged pupils are making at least good progress, including in mathematics,
    across the school. Their attainment in reading, writing and mathematics currently in Year 2 for example, is
    higher than that reached by other non-disadvantaged pupils nationally in 2014. Gaps between
    disadvantaged pupils and their peers in school are rapidly closing.
  • The achievement of the most able pupils is improving quickly, as shown in the quality of their work and
    the higher proportion of pupils currently in Year 6 are working at the highest possible Level 6 in
    mathematics and writing. Teachers generally have higher expectations of what the most able pupils can
    achieve and increasingly are setting them harder work in class and extra challenges. Year 6 pupils’ good
    quality writing, love of reading, willingness to do extra homework, and their participation in ‘booster’
    classes have all helped to support their much-improved attainment. Even so, sometimes across the school,
    work still lacks challenge to enable the most able to always achieve their very best.
Early years provision is good
  • The early years provision has completely transformed since the previous inspection. Children benefit from
    bright and well-resourced classrooms, and new, and developing, outdoor learning and playing areas. The
    leadership and management of the early years is new too, as are teachers. However, all staff are well
    trained, caring, and provide interesting learning opportunities that children find memorable, and
  • Most children start the Nursery class with skills and abilities which are below those typical for their age in
    most areas of learning, including personal and social development, communication, language, reading and
    writing. However, all groups of children make good progress through the early years. The proportion of
    children who reached a good level of development by the end of the Reception Year in 2014 was average
    overall. The majority are well prepared with the personal and academic skills they need for the next stage
    of their learning in Year 1.
  • The quality of teaching is good. This was exemplified in the Nursery class where children made good
    progress while engaged in different activities linked to the theme of pirates. Children listened intently to a
    story and then eagerly responded to a series of questions before participating in various activities such as
    fishing for numbers, using scissors to make pirate cards, making treasure maps, and writing.
  • Teachers develop children’s listening skills well, and are always clear about the focus of children’s learning.
    This was demonstrated in a Reception class where a teacher was using a story and cartoons to illustrate
    internet safety. Children showed their understanding by asking sensible questions. Their understanding
    was developed further as they named and labelled various pictures, and used their phonic skills to sound
    out words such as ‘laptop’.
  • Indoor provision is good with displays of children’s work and lots of opportunities available for children to
    work on computers, to count and work out volume, and to learn about the properties of water and sand.
    Staff regularly assess children’s learning by, for example, documenting their coordination, writing and
    number skills. Parents are encouraged to record children’s learning at home. Staff are constantly exploring
    ways to further assess and record children’s development and further engage parents to participate in this
  • Children are well behaved and enjoy talking about their learning. They are cooperative, work well
    together, take turns and share toys and learning equipment. Children conduct themselves in a safe
    manner when learning in outside areas. They enjoy playing on their wheeled toys, cooking and
    construction activities. However, the outdoor learning and playing areas are new and provision is still
    developing. Senior leaders have advanced plans in place to improve the quality of provision so that
    children’s learning outdoors is as high quality as it is indoors and that the activities on offer enable all
    children to make at least good progress.
  • Parents who talked to inspectors and completed the online questionnaire (Parent View) appreciate that
    their children are kept safe, are well looked after and are making good progress. Staff ensure children’s
    safety by applying the same good safeguarding procedures in operation in Key Stages 1 and 2 to the early

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
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 106426
Local authority Wigan
Inspection number 461899

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 287
Appropriate authority The governing body
Chair S Reece
Headteacher Michelle Ridsdale
Date of previous school inspection 17 March 2011
Telephone number 01942 874203
Fax number 01942 893117
Email address reveal email: enqu…

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