Peel Hall Primary School
phone: 0161 7904641
headteacher: Mrs G Dunkley
210 pupils capacity: 179% full
205 boys 55%
170 girls 45%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 371690, Northing: 403380
- GPS coordinates
- Latitude: 53.526, Longitude: -2.4285
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 12, 2012
- Region › Const. › Ward
- North West › Worsley and Eccles South › Little Hulton
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Our Lady and Lancashire Martyrs' RC Primary School M280HF
- 0.3 miles Little Hulton Community School M280AZ
- 0.4 miles Little Hulton Community Nursery Centre M280BD
- 0.5 miles Hilton Lane Primary School M280JY (232 pupils)
- 0.5 miles St Paul's Peel CofE Primary School M389RB (330 pupils)
- 0.5 miles St Paul's Peel CofE Infant School M389RB
- 0.5 miles St Paul's Peel CofE Junior School M389RB
- 0.7 miles Dukesgate Primary School M389HF
- 0.7 miles St Andrew's Methodist Primary School M280ZA (236 pupils)
- 0.7 miles St Edmund's RC Primary School M389ND
- 0.7 miles St Joseph's RC Primary School M389RU
- 0.7 miles Joseph Eastham High School M280SY
- 0.7 miles Dukesgate Academy M389HF (206 pupils)
- 0.8 miles Wharton Primary School M389XA (224 pupils)
- 0.8 miles Bridgewater Primary School M389WD (242 pupils)
- 0.8 miles Harrop Fold School M280SY (650 pupils)
- 0.8 miles St Edmunds RC Primary School M380WH (389 pupils)
- 1 mile St George's RC High School M283SH (274 pupils)
- 1.2 mile North Walkden Primary School M283QD (195 pupils)
- 1.2 mile St John's CofE Primary School Mosley Common M281AE (132 pupils)
- 1.2 mile Tyldesley Highfield School M281AR
- 1.2 mile Magnalls Fold Community Nursery Centre M283JF
- 1.3 mile James Brindley Community Primary School M287HE (269 pupils)
- 1.3 mile Garrett Hall Primary School M297EY (469 pupils)
Peel Hall Primary School
|Inspection date(s)||12–13 July 2012|
|Unique Reference Number||105913|
|Inspection dates||12–13 July 2012|
|Lead inspector||Andrew Clark|
This inspection of the school was carried out under section 5 of the Educati on Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||248|
|Appropriate authority||The governing body|
|Date of previous school inspection||20 January 2009|
|School address||Greencourt Drive|
|Telephone number||0161 7904641|
|Fax number||0161 7904643|
|Andrew Clark |
|Additional inspector |
This inspection was carried out with two days’ notice. The inspectors observed 10 teachers
teaching 16 lessons or parts of lessons. Meetings were held with a group of pupils, the Chair
and other members of the governing body, school staff, including senior and middle leaders
and the manager of the Education Improvement Partnership. The inspectors observed the
school’s work and looked at a number of documents, including the school development plan,
records of pupils' progress, safeguarding and behaviour policies, and minutes of the
governing body’s meetings. Parents’ and carers’ questionnaires were analysed from 133
responses, together with those completed by pupils and staff.
Information about the school
Peel Hall is an average-sized primary school. The proportion of pupils known to be eligible
for free school meals is well above average. The large majority of pupils are from White
British backgrounds. A small but increasing number of pupils are from minority ethnic
backgrounds. The proportion of pupils supported by school action plus or with a statement
of special educational needs is above average. The school meets the current floor standards,
which set the government’s minimum expectations for attainment and progress. Among the
school's awards are Investors in Families and Healthy Schools status.
|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 the teaching, although good,
occasionally misses opportunities to deepen pupils' learning and to accelerate pupils’
progress further. Parents and carers hold the school in high regard and value the care
and quality of education that their children receive.
- Pupils of all abilities make good progress to reach average standards in English and
mathematics by Year 6. There is a good trend of improving achievement throughout
the school. Pupils who have special educational needs also make good progress
towards accurate and challenging targets.
- Teaching is good. It is sometimes outstanding. Lessons are well-planned and work is
closely matched to individual needs. Relationships are particularly good. Teachers
make very good use of regular marking and assessment to guide pupils' learning. Very
occasionally, teachers do not encourage pupils' self reliance in their learning nor
ensure that pupils explain their thinking and reasoning fully.
- Behaviour and safety are good. Pupils are well-mannered and courteous. They take
good care of each other, and behaviour in lessons is often exemplary. They have a
good understanding of different types of bullying and how to keep themselves safe
from harm. Parents and carers feel warmly welcomed and pupils feel safe at school.
- The school is led and managed well. The headteacher provides a focused, reflective
vision for school improvement and is well-supported by senior and middle leaders. The
governing body provides strategic and comprehensive support and challenge to the
leadership. Self-evaluation is accurate and built upon high-quality monitoring
procedures, which make effective use of performance management. This results in
sustained and ambitious school improvement. The curriculum promotes pupils'
spiritual, moral, social and cultural development well but opportunities are missed for
pupils to apply and extend their skills in information and communication technology
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching in order to hasten pupils' progress
further and deepen learning by:
- developing further opportunities and strategies for pupils to be more self-reliant
in their learning
- improving pupils' ability to articulate their reasoning and understanding
- increasing the use of ICT as a tool for learning.
Achievement of pupils
Children enter the Early Years Foundation Stage with skills which are generally well below
those typical for their age, particularly in speech and language. Pupils of all abilities make
good progress from their starting points. Parents and carers agree. In the Early Years
Foundation Stage, children develop social and learning skills, which prepare them well for
their future learning. Their early communication skills, particularly speaking, are
systematically developed and children increasingly apply them well. They are curious about
the world around them. For example, they enjoyed 'packing' suitcases with the right clothes
for an imaginary holiday on the beach. There is a good trend of improving achievement and
a narrowing of any gap between the achievements of the least-able children and others.
Pupils are positive learners throughout school. Teachers promote lifelong skills of, for
example, resilience and reflection, and pupils respond well to this. Pupils develop skills to
assess and improve their own work, especially in response to outstanding teaching.
Occasionally, pupils are over-reliant on their teachers for guidance and this inhibits the best
rates of progress. The large proportion of pupils who have special educational needs make
good progress because they are taught the skills they most need to overcome barriers or to
fill in gaps in their individual learning, such as communication or behavioural issues.
By the time pupils leave school in Year 6, standards are average and they are well-prepared
for their future learning. Throughout school, pupils' progress in reading is good. Standards
in reading are below average by the end of Year 2 and average by Year 6 and there is a
trend of improving achievement for all groups of pupils. Pupils’ understanding of the link
between letters and sounds, and how they are written, is often good and improving. As a
result, all groups, including disabled pupils and those who have special educational needs,
use skills well in decoding new words and largely read fluently. Pupils choose books for
themselves but cannot always explain their preferences or reasons for their decisions. Pupils
develop their writing skills well. They often write for relevant and interesting reasons; this
contributes to the quality and appropriateness of their work. For example, they wrote letters
to persuade their teacher to give them extra 'golden' time and compiled balanced accounts
of the plights of individuals in the Second World War. Pupils take good care to present their
work well with accurate spelling and handwriting. This is very evident across a range of
subjects and reflects the teachers' high quality of marking and attention to detail. Pupils
make good progress in mathematics because there is a good balance between learning new
skills and applying them with increasing independence. Since the previous inspection, this
has had a particularly good impact on the achievement of more-able pupils. Throughout
school, good-quality work is evident in several subjects such as art, design and technology,
history and religious education.
Quality of teaching
Parents and carers appreciate the good quality of teaching their children receive.
Relationships are excellent. As a result, lessons run smoothly and pupils enjoy their learning.
Lessons are well-planned to ensure that the content builds systematically and thoroughly on
pupils' skills, knowledge and understanding. Pupils feel that lessons are often exciting. This
contributes to the good progress made by all groups of pupils. Teachers' subject knowledge
is good, and evident in the sharply-focused and challenging questions asked. Teaching
assistants are also well-informed and clear about their roles. As a result, all groups of pupils
systematically acquire the building blocks to successful reading, writing and mathematics.
For example, in a lesson in the Early Years Foundation Stage about the difference between
stories and non-fiction using information leaflets, children were taught to 'Say it, read it,
write it' to help them memorise and retain word and letter patterns. Very occasionally,
pupils are not encouraged to expand on their thinking and understanding and articulate
their ideas fully. Teachers use a wide range of strategies such as fast-paced talking partner
activities and informative 'learning walls' to help pupils build on their knowledge and
understanding, especially where teaching is outstanding. In a few lessons, however, pupils
are too ready to turn to the teacher for help because they have not got the skills to work
out what to do next or to check their own work. The school meets well the very diverse
learning needs of the large proportion of pupils who have special educational needs. Staff
are quick to identify accurately any barriers to successful learning and put in place effective
interventions, including a close partnership with speech therapy services.
Teachers make good use of targets for pupils to achieve in English, mathematics and other
subjects based on regular and accurate assessments of progress. These contribute well to
pupils' achievement in lessons. Pupils are eager to reach their targets and produce the best
quality work they can. Marking is regular and purposeful because teachers give pupils time
to respond to the guidance given. Teachers make good use of praise, rewards and friendly
competitiveness to promote pupils' personal awareness and to raise pupils' aspirations. As a
result, the teaching promotes spiritual, moral, social and cultural development well.
Behaviour and safety of pupils
Pupils' behaviour is good in and out of lessons. It is sometimes exemplary. Parents and
carers endorse this positive view of behaviour. Pupils have a good understanding of the
teachers' high expectations and consistently try to meet them. The overarching positive
ethos and good team work between teachers, teaching assistants and specialist support
ensures that pupils who have social and emotional difficulties learn to manage and improve
their own behaviour well. Pupils are involved in establishing and supporting school rules
through personal and social development lessons and their roles on the school council. The
school makes good use of well-planned assemblies to develop personal qualities, which
contribute to self-control and awareness. Playtimes are orderly and well-managed. There is
a range of physical and sporting activities and areas for quiet reflection. Incidents of less
acceptable behaviour are rare, well-managed and recorded. Lunchtime assistants and other
non-teaching staff are well-informed about how to manage pupils’ behaviour and this
supports the positive ethos. Attendance is average.
Pupils have a good understanding of the different types of bullying. They explain how staff
guide them to make decisions for themselves about how to manage and respond to any
concerns about safety. The school successfully ensures good behaviour when pupils are
engaged in a wide range of social activities from singing at the local church to residential
and other visits.
Leadership and management
The calm and strategic leadership of the headteacher contributes significantly to an open
and reflective school ethos. Staff morale is high and senior and middle leaders make a good
contribution to school improvement through performance management and professional
development. As a result, pupils' progress and attainment have continued to improve since
the previous inspection. Procedures to monitor and evaluate the quality of teaching and
learning are good and sometimes exemplary. For example, the very thorough planning,
organisation and implementation of the monitoring of marking and use of assessment
through a scrutiny of pupils’ books, lesson observations and discussions with pupils, ensure
high levels of consistency and accuracy. Subject leaders are clear and proactive in their
roles. The school makes good use of partnerships, with other schools and training providers,
to meet its development needs. Staff are well-supported by an equally reflective and
rigorous governing body. The governing body's detailed and incisive regular reports on
many aspects of school life contribute well to self-evaluation. Consequently, the school has
accurately identified targets to improve teaching and learning further and has a good
capacity to meet them. The school promotes equality and diversity well. This is helping to
narrow any gap between the progress made by different groups of learners over time.
Safeguarding procedures meet requirements and the school is vigilant in tackling rare
examples of discrimination and in ensuring all aspects of pupils' safety.
The good curriculum is broad and balanced and promotes pupils' spiritual, moral, social and
cultural development well. The school has well-planned activities for the teaching of literacy
and numeracy skills and applying them across the curriculum. However, the school does not
make full use of ICT to further improve rates of progress. Regular visitors and trips,
including residential ones, bring learning to life and extend pupils' social and cultural
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
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 up 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
16 July 2012
Inspection of Peel Hall Primary School, Manchester, M38 0BZ
Thank you for making the inspectors feel warmly welcomed when we inspected your
school recently. We enjoyed visiting you in your lessons, at playtimes and in
assembly. You go to a good school. These are some of the best things we found out
- The headteacher and all the teachers work hard with you and your parents and
carers to make the school a great place to learn.
- You all make good progress in English and mathematics. You use your skills
well in lots of different subjects.
- Teachers make lessons interesting and fun to take part in.
- The school's good curriculum helps you become resilient and sociable young
individuals and you are well-prepared for your future learning.
- Your behaviour is good and sometimes excellent. You are keen and ready to
- Your teachers take good care of you and teach you how to stay safe from
To help your school to improve further, we have asked your headteacher, staff and
the governing body to make the teaching and learning even better by:
- making every lesson the best it can be by helping you become more self-reliant,
able to explain your thinking and understanding well and helping you make
good use of ICT in different subjects.
You can help by always trying hard and continuing to enjoy school.