School etc

Peel Hall Primary School

Peel Hall Primary School
Ashurst Road

phone: 0161 4372494

headteacher: Mr M.D Hallam

school holidays: via Manchester council

240 pupils aged 2—10y mixed gender
210 pupils capacity: 113% full

120 boys 50%

≤ 243y194a34b54c45y146y177y138y139y1510y11

120 girls 50%

≤ 2103y194a34b54c105y166y127y88y129y1110y16

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 %

rooms to rent in Manchester

Schools nearby

  1. 0.2 miles St Elizabeth's Catholic Primary School M225EU (208 pupils)
  2. 0.2 miles St Elizabeth's Catholic Primary School M225EU
  3. 0.3 miles Woodside School M225DR
  4. 0.3 miles Ashgate Specialist Support Primary School M225DR (91 pupils)
  5. 0.4 miles Mayfair Nursery School M227ZE
  6. 0.4 miles Crossacres Primary School M225AD (446 pupils)
  7. 0.4 miles Crossacres Infant School M225AD
  8. 0.4 miles Crossacres Primary Academyl M225AD
  9. 0.6 miles Lum Head Primary School SK84RR (204 pupils)
  10. 0.6 miles Manchester Young Lives M229TF (40 pupils)
  11. 0.7 miles Gresty Nursery School M225AU
  12. 0.7 miles South Manchester High School M229TH
  13. 0.7 miles Prospect Vale Primary School SK83RJ (238 pupils)
  14. 0.8 miles St Anthony's Catholic Primary School M220NT
  15. 0.8 miles St John Fisher and Thomas More Catholic Primary School M229NW
  16. 0.8 miles Gatley Primary School SK84NB (458 pupils)
  17. 0.8 miles North Cheshire Jewish Primary School SK84RZ (248 pupils)
  18. 0.8 miles Brown Moss School SK83SB (4 pupils)
  19. 0.8 miles St Anthony's Catholic Primary School M220NT (672 pupils)
  20. 0.8 miles St John Fisher and Thomas More Catholic Primary School M229NW (344 pupils)
  21. 0.8 miles Gatley Primary School SK84NB
  22. 0.9 miles Haveley Hey Community School M229NS
  23. 0.9 miles Poundswick Junior School M226BQ
  24. 0.9 miles Poundswick Infant School M221BQ

List of schools in Manchester

Peel Hall Primary School

Inspection report

Age group 3–11
Inspection date(s) 10–11 July 2012
Inspection number 377247
Unique Reference Number 105468
Local authority Manchester
Inspection number 377247
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
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 237
Appropriate authority The governing body
Chair Hugh Barrett
Headteacher Malcolm Hallam
Date of previous school inspection 19 March 2007
School address Ashurst Road
Peel Hall
M22 5AU
Telephone number 0161 437 2494
Fax number 0161 493 9032
Email address reveal email: h…


Inspection team
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
Neil MacKenzie

Additional Inspector
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.

Inspection judgements

Overall Effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 2

Key Findings

  • 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.

Main Report

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 Judgement Description
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
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
Secondary schools 20 39 34 7
Special schools 33 45 20 3
Pupil referral units 9 55 28 8
All schools 16 47 31 6

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
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
progression measures.
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
the school.
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
example e-learning.

12 July 2012
Dear Pupils

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
even more.
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
    progress possible.

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.

Yours sincerely
Marian Thomas
Lead Inspector


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