Peel Hall Primary School
phone: 0161 4372494
headteacher: Mr M.D Hallam
210 pupils capacity: 113% full
120 boys 50%
120 girls 50%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 383837, Northing: 387046
- GPS coordinates
- Latitude: 53.38, Longitude: -2.2444
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 10, 2012
- Region › Const. › Ward
- North West › Wythenshawe and Sale East › Sharston
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles St Elizabeth's Catholic Primary School M225EU (208 pupils)
- 0.2 miles St Elizabeth's Catholic Primary School M225EU
- 0.3 miles Woodside School M225DR
- 0.3 miles Ashgate Specialist Support Primary School M225DR (91 pupils)
- 0.4 miles Mayfair Nursery School M227ZE
- 0.4 miles Crossacres Primary School M225AD (446 pupils)
- 0.4 miles Crossacres Infant School M225AD
- 0.4 miles Crossacres Primary Academyl M225AD
- 0.6 miles Lum Head Primary School SK84RR (204 pupils)
- 0.6 miles Manchester Young Lives M229TF (40 pupils)
- 0.7 miles Gresty Nursery School M225AU
- 0.7 miles South Manchester High School M229TH
- 0.7 miles Prospect Vale Primary School SK83RJ (238 pupils)
- 0.8 miles St Anthony's Catholic Primary School M220NT
- 0.8 miles St John Fisher and Thomas More Catholic Primary School M229NW
- 0.8 miles Gatley Primary School SK84NB (458 pupils)
- 0.8 miles North Cheshire Jewish Primary School SK84RZ (248 pupils)
- 0.8 miles Brown Moss School SK83SB (4 pupils)
- 0.8 miles St Anthony's Catholic Primary School M220NT (672 pupils)
- 0.8 miles St John Fisher and Thomas More Catholic Primary School M229NW (344 pupils)
- 0.8 miles Gatley Primary School SK84NB
- 0.9 miles Haveley Hey Community School M229NS
- 0.9 miles Poundswick Junior School M226BQ
- 0.9 miles Poundswick Infant School M221BQ
Peel Hall Primary School
|Inspection date(s)||10–11 July 2012|
|Unique Reference Number||105468|
|Inspection dates||10–11 July 2012|
|Lead inspector||Marian Thomas|
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||237|
|Appropriate authority||The governing body|
|Date of previous school inspection||19 March 2007|
|School address||Ashurst Road|
|Telephone number||0161 437 2494|
|Fax number||0161 493 9032|
This inspection was carried out with two days' notice. The inspectors observed 18
lessons or part lessons taught by nine teachers. Meetings were held with groups of
pupils, members of the governing body, senior leaders and members of staff.
Informal discussions were held with groups of parents and carers. Inspectors took
account of the responses to the on-line Parent View survey in planning the
|Marian Thomas |
|Additional Inspector |
inspection, observed the school's work and looked at the school’s health and safety
policies, pupil progress data and the school’s self-evaluation. The inspectors also took
into account the views expressed in the 50 questionnaires from parents and carers.
Information about the school
Peel Hall is an average sized primary school. The majority of pupils are of White
British heritage. A smaller number of pupils are from other minority ethnic
backgrounds and of these a very small proportion are new to speaking English. The
number of pupils known to be eligible for free school meals is more than twice the
national average. The proportion of pupils with special educational needs and or
disabilities is above the national average. The school meets the current floor
standard which sets the government’s minimum expectations for attainment and
The school has attained the National Healthy School status; the Eco Schools award
(Bronze) and the Schools Social Inclusion Standard.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. It is not yet outstanding because a whole-school
approach to the teaching of the mathematics curriculum is not yet in place and
the quality of teaching in mathematics is not as consistent as in English. As a
result, progress, particularly for the most-able pupils, remains inconsistent in
- Achievement is good overall. From low and often very low starting points,
pupils leave school with broadly average attainment by the end of Year 6. Due
to the school’s high expectations, disabled pupils and those who have special
educational needs make good and often outstanding progress over time.
- Teaching is good. It is characterised by teachers’ good use of assessment data
to inform planning for lessons, a brisk pace, and high expectations of all pupils.
However, in some mathematics lessons, learning does not always meet the
needs of all pupils, and learning slows particularly for the most able.
- The behaviour of pupils both in lessons and around school is good. The
majority of pupils feel safe, enjoy attending school and demonstrate good
attitudes to learning in lessons. The school’s well-ordered behaviour policy is
consistently adhered to by all staff. As a result, learning is very rarely disrupted
by incidents of poor behaviour.
- The good quality leadership of school leaders is demonstrated by the continued
development of the school’s innovative curriculum and pupils’ well developed
levels of spiritual, moral, social and cultural understanding. Self-evaluation is
accurate, and the management of teaching is clearly linked to performance
management targets. The majority of parents support the work of the school,
and feel their children’s care and academic progress is of good quality.
Members of the governing body offer support and challenge to senior leaders.
What does the school need to do to improve further?
- Improve attainment in mathematics, particularly for the most able pupils by:
- developing a more consistent whole-school approach to the planning of
the mathematics curriculum
- improving the teaching of mathematics through ensuring all teachers plan
activities that meet the needs of pupils of all abilities.
Achievement of pupils
A large majority of children enter the Early Years Foundation Stage unit with skills
and knowledge that are low and often very low when compared with that seen
national for their age. A larger than average proportion of these children also has
additional needs, including behavioural and speech and language difficulties. The
inclusive and skilled approach of staff reduces barriers to learning for these children
and the majority make good progress both academically and socially. An example of
their progress could clearly be seen in a nursery group session linked to the
Olympics. Children each took turns to stand up wearing an Olympic medal and say
what they thought they were the very best at. Every child happily shared their
aspirations as others sat and listened attentively. This represents at least good
progress for this group.
Attainment at the end of Year 6 is broadly average, demonstrating good progress
from pupils’ starting points. The school’s high expectations for each pupil are
recognised and appreciated by the majority of parents and carers. A comment from
one summed up the feelings of many: ‘Both my children have come on in leaps and
bounds since joining Peel Hall. I am very pleased with all school does.’ Overall
attainment in reading is broadly average at the end of Year 2 and is just above
average by the end of Year 6. Attainment in writing is similar. This continuous
improvement is due to a whole-school focus on developing literacy skills. Although
the school has plans to develop a whole-school curriculum focus on mathematics it
has yet to be implemented and, as a result, progress for higher-attaining pupils is
In the majority of lessons, pupils are eager to learn. Most pupils are clear about their
current levels and how to improve their work. In a Year 3 lesson, for example, pupils
reflected on whether they were successfully reaching their ‘learning targets’. They
considered carefully how they could improve their own work and sensitively
suggested improvements to their classmates’ work. This contributes well to pupils’
good levels of spiritual, moral, social and cultural development.
The skilled support offered in the nurturing environment of the school ensures
groups of pupils such as disabled and those who have special educational needs
make good progress in relation to their starting points. Systems to track pupils’
progress are effective; underachievement is identified quickly and relentlessly
pursued. As a result, gaps are closing between vulnerable groups of pupils and their
peers. The majority of parents’ and carers’ views agree with the inspection findings
that the school supports their children’s achievement well.
Quality of teaching
Good teaching is characterised by well organised planning for learning. This is
coupled with an inclusive ethos within each classroom, which promotes pupils’ self-
esteem well. As a result, pupils make good progress both socially and academically.
Staff across the school form a close knit team and work together well to ensure good
outcomes for pupils. The majority of teachers plan for the needs of all pupils well and
share planning with support staff. This results in learning time being maximised. Due
to good teaching, disabled pupils and those who have special educational needs
make good progress. Teachers typically have high expectations of what pupils can
achieve. As one commented, ‘We believe every child can succeed with the right help
and support’. Parents and children are actively encouraged to become involved in the
planning of learning activities through contributing questions to be answered on
mind map boards outside each classroom. This level of participation is appreciated by
many parents and carers, one of whom commented: ‘I really feel as if I’m involved in
helping my child to learn’. Pupils’ good levels of spiritual, moral, social and cultural
understanding are well promoted through the school’s continuous focus on music
and art. Many pupils play a variety of instruments, including ‘steel pans’. Pupils’
spiritual, moral, social and cultural development is further enhanced through
assemblies and visits from a range of different organisations and groups. Across the
school, a wide range of activities and practical tasks engage pupils well.
The strong focus on improving English attainment is clearly evident in the well-
planned reading and writing activities which are taught across the school. However,
although mathematics is taught well, in a small minority of lessons, planned activities
do not always challenge higher-attaining pupils sufficiently well and for this group
progress slows. Teachers mark pupils’ work diligently and make very good use of oral
praise to encourage and engage those who are reluctant. The curriculum engages
pupils well and offers a wide variety of memorable experiences. A recent trip to an
outdoor pursuits centre was described by one pupil ‘as brilliant and the best fun
ever.’ The majority of parents and carers reflect the inspection findings that teaching
is good and their view of teaching is summed up in this comment made by one
parent: ‘Teachers, here, do a good job. The school feels like a family.’
Behaviour and safety of pupils
Pupils’ behaviour typically, both inside and outside lessons, is good. The school’s
behaviour management policy is applied consistently resulting in the majority of
pupils working well together and showing respectful and caring attitudes towards
each other and staff. Achievement is celebrated on every occasion through the
awarding of house points and certificates. The school’s unerring focus on improving
pupils’ individual personal and social development through such therapeutic
interventions such as play therapy has resulted in increased self-esteem and positive
attitudes to learning. As a result, pupils are well supported in making effective
progress to the next stage in their education. Parents, carers and pupils agree that
behaviour is typically good and that the school makes a good contribution to
developing their understanding of what constitutes safe behaviour.
Overall attendance is above average in comparison to other similar schools. Pupils
say they enjoy coming to the school and appreciate how much staff do to enable
them to make progress. A comment made by one pupil summarised the views of
many well, ‘I enjoy coming to school because teachers make what we learn fun’.
Pupils are aware of what it means to be bullied and know what to do on the rare
occasion when it may happen to them. They are clear about the different forms of
bullying that can occur, including cyber-bullying. Although they recognise that
bullying does occasionally happen they are confident that it is dealt with effectively
by school staff.
Leadership and management
Leadership and management are good. The inspirational leadership of the
headteacher, with the strong support of the senior leadership team, has continued to
successfully drive improvement since the previous inspection. Self-evaluation is
accurate and senior leaders and staff have a good understanding of the quality of
provision across the school. As a result, planned improvements are accurately
focused. Systems used to track pupils’ progress and set targets for learning have
been improved since the previous inspection and pupils’ overall achievement
continues to improve. Effective management of performance and the monitoring of
teaching have led to a continuous and well-planned programme of professional
development for staff, which has further improved outcomes for pupils. A successful,
highly personalised focus on developing English has accelerated pupils’ progress in
reading and writing as well as raising pupils’ levels of confidence and enjoyment in
learning. This demonstrates a good capacity to improve further.
Staff and individual pupils feel valued in this inclusive community. The promotion of
equality of opportunity and the tackling of discrimination is strong. As a result, the
majority of groups of pupils make equal progress. School leaders and members of
the governing body ensure safeguarding of pupils is at the heart of the school ethos
and that all requirements are met. The curriculum offers exciting opportunities for
learning and is well matched to the needs of pupils. Visits from a diverse range of
faith, dance, music and drama groups enhance provision for pupils’ spiritual, moral,
social and cultural development. The continued successful engagement of the
majority of parents and carers is evident in the positive responses on the school’s
performance. School leaders have a desire to strive to further engage all parents and
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school that is |
good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school |
is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||9||55||28||8|
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning and |
development taking account of their attainment.
|Attainment:||the standard of the pupils’ work shown by test and |
examination results and in lessons.
|Attendance:||the regular attendance of pupils at school and in lessons, |
taking into account the school's efforts to encourage good
|Behaviour:||how well pupils behave in lessons, with emphasis on their |
attitude to learning. Pupils’ punctuality to lessons and their
conduct around the school.
|Capacity to improve:||the proven ability of the school to continue improving based |
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
|Floor standards:||the national minimum expectation of attainment and |
|Leadership and |
|the contribution of all the staff with responsibilities, not just |
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are developing
their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their inspection of
|Progress:||the rate at which pupils are learning in lessons and over |
longer periods of time. It is often measured by comparing
the pupils’ attainment at the end of a key stage with their
attainment when they started.
|Safety:||how safe pupils are in school, including in lessons; and their |
understanding of risks. Pupils’ freedom from bullying and
harassment. How well the school promotes safety, for
12 July 2012
Inspection of Peel Hall Primary School, Wythenshawe, M22 5AU
Thank you for making the inspection team feel very welcome when we visited your
school recently. A special thank you to those who took time to talk to us during our
visit, particularly those who met with us to share their views on school. A big thanks
also to our Year 6 guide who came into school especially early to show us around.
We really enjoyed joining you for your lessons and seeing the hard work you all do.
We agree with you that your school is good. Many of you also told us how much staff
help you to make progress and how much you appreciate the things they do for you.
We agree with you that staff work very hard to support you. Lots of you told us how
much you enjoy the work you do and in particular how much you enjoy playing
music and going on school trips. We feel you are right this does help you to learn
To make your school even better, we have asked staff to improve the way in which
you learn in mathematics by:
- making sure the whole school learns in the same way so that you can build on
learning as you progress through school
- by making sure that learning in lessons helps all of you to make the most
You can help staff to make things even better by trying as hard as possible in
lessons. A big thank you once again for making us feel so welcome, and particularly
for being so polite to us when you met us in the corridors. We know, because you
told us, that you enjoy coming to school and we agree because you behave so well
you are all good ambassadors for your school.