School etc

St Dunstan's RC Primary School

St Dunstan's RC Primary School
Bacup Street

phone: 0161 6815665

headteacher: Mrs Karen Thompson Bsc(Hons), Msc


school holidays: via Manchester council

289 pupils aged 2—10y mixed gender
210 pupils capacity: 138% full

150 boys 52%


140 girls 48%

≤ 233y174a54c55y266y167y198y239y910y14

Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 387333, Northing: 401542
GPS coordinates
Latitude: 53.51, Longitude: -2.1925
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 27, 2013
Diocese of Salford
Region › Const. › Ward
North West › Manchester Central › Moston
Urban > 10k - less sparse
Free school meals %

rooms to rent in Manchester

Schools nearby

  1. 0.2 miles Lily Lane Primary School M409JP (482 pupils)
  2. 0.2 miles Lily Lane Infants' School M409JP
  3. 0.3 miles Lighthouse Christian School M94NQ
  4. 0.5 miles Moston Fields Primary School M409GN (331 pupils)
  5. 0.5 miles Moston Lane Community Primary School M94HH (458 pupils)
  6. 0.6 miles Broadhurst Primary School M400BX (233 pupils)
  7. 0.6 miles North Manchester High School for Girls M409QJ
  8. 0.7 miles Holy Trinity CofE Primary School M94DU (236 pupils)
  9. 0.7 miles St Mary's CofE Primary School Moston M400DF (227 pupils)
  10. 0.7 miles Moston Brook High School M405BP
  11. 0.8 miles Burgess Primary School M95QE
  12. 0.8 miles St Edmund's RC Primary School M408NG (240 pupils)
  13. 0.9 miles Briscoe Lane Primary School M402TB
  14. 0.9 miles Briscoe Lane Infants' School M402TB
  15. 0.9 miles St Matthew's RC High School M400EW (1106 pupils)
  16. 0.9 miles TLG Manchester M95US (10 pupils)
  17. 0.9 miles Manchester Alternative Provision Academy M98AE
  18. 0.9 miles Briscoe Lane Academy M402TB (353 pupils)
  19. 1 mile Barnes Green Nursery School M91XS
  20. 1 mile Harpur Mount Primary School M95XR
  21. 1 mile Charlestown Community Primary School M97BX (350 pupils)
  22. 1 mile All Saints CofE Primary School M401LS (240 pupils)
  23. 1 mile North Manchester High School for Boys M97FS
  24. 1 mile Mather Street Primary School M350DT (194 pupils)

List of schools in Manchester

6 February 2014

Ms Gabrielle Eccles
Acting Headteacher
St Dunstan's RC Primary School
Bacup Street
M40 9HF

Dear Ms Eccles

Requires improvement: monitoring inspection visit to St Dunstan's RC
Primary School, Manchester

Following my visit to your school on 5 February 2014, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

findings. Thank you for the help you gave me and for the time you made available to
discuss the actions you are taking to improve the school since the most recent
section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in November 2013. It was carried
out under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take
further action to:

 build on connections already established with other outstanding

schools as a means of ensuring all teachers, and therefore their pupils,
benefit from observing and sharing outstanding practice.

 sharpen the action plan so that the effectiveness of leaders’ actions to

improve the quality of teaching can be measured in terms of their
impact on improvements in the rate of progress made by pupils.


During my visit, I held meetings with the acting headteacher and the associate
headteacher, other leaders, teachers, pupils and the Chair of the Governing Body to
discuss the action taken since the last inspection. The school action plan was
evaluated. I also held a conversation with as representative of the local authority
prior to my visit and received an email summary of actions taken by the local
authority to support for the school. I took the opportunity to tour the school to
observe learning and looked at pupils’ work. I read minutes of governing body

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St Dunstan's RC Primary School continues to experience turbulence due to changes

in senior leadership. Since the inspection the acting headteacher (substantive deputy

headteacher) and a class teacher have left. A teacher has been employed in order to
replace the class teacher. A second teacher has been employed in order to increase
the staff compliment. The leadership team has been reshaped following the
appointment of an associate headteacher and an acting headteacher, both from local
outstanding schools.

Main findings

Unquestionably, the number one priority for leaders has been to raise the quality of
teaching throughout the school in order to increase the rate of progress made by all
pupils. Leaders have started to implement a comprehensive action plan designed
primarily to improve the quality of teaching. The plan utilises links with two other
outstanding schools by providing opportunities for teachers to observe examples of
outstanding teaching and learning. Class teachers have responded quickly to the
helpful and constructive feedback provided by middle leaders who observe them
teaching. As a result of the adjustments that teachers have made to their teaching

pupils’ spoken to report that they feel a greater urgency to improve their learning. I

saw evidence of an increased rate of progress both in pupils’ books and in their work
on display in classrooms and along corridors.
Leaders have acted swiftly to gain some quick wins to improve learning and
behaviour as a means of moving the school forward rapidly. Pupils’ handwriting has
improved markedly following the introduction of regular, short handwriting practice
sessions. Pupils are proud to have their best work displayed and they are also keen
to stretch themselves to improve the quality of their writing.

Pupils’ behaviour has improved significantly since the inspection. Pupils’ spoken to
said that things are much ‘calmer’ around school and in class and were adamant that

this improvement is due to changes to the good behaviour reward system. This air
of calm was observed in corridors and on visits to classrooms: pupils were seen
holding discussions; waiting their turn and helping each other with mathematics

tasks. There is no doubt that the improvement in pupils’ behaviour is contributing to

improvements in their rate of progress.
Leaders have made arrangements for teachers to visit two outstanding schools so
that they can observe what outstanding teaching and learning look like. Teachers
who have taken part in the visits told me that they have started to improve their
practice immediately, especially in developing pupils’ writing skills. While it is too

early to see the full impact of these changes, pupils are already using ‘working
walls’, displays of key words and phrases, to help them write more complex

sentences. As a result teachers are being effective in stretching the vocabulary of
pupils who are introducing words they have never used before into their writing.
Governors have taken prompt action to ensure they are in a strong position to
challenge leaders effectively. Governors have appointed a National Leader of
Governance who will support them in identifying how they improve their practice.
Plans are in place to review both the composition of the governing body and the
skills of individual governors in order that governors can effectively challenge leaders
about the pace and extent of improvements made in the school.

External support

Movement towards becoming a good school is gaining momentum because leaders
are drawing appropriately on the expertise of external partners. Representatives
from the diocese and the local authority have been effective in supporting the school
to build a new leadership team. Leaders from two local outstanding schools have
been employed as associate headteacher and acting headteacher. Links with the
outstanding schools are being used effectively to improve the quality of teaching.
Leaders have brokered the use of literacy and numeracy consultants along with
quality assurance visits by a local authority representative, all of which are
contributing to the improved progress being made by pupils.

I am copying this letter to the Chair of the Governing Body, the Director of Children’s
Services for Manchester and the Diocese of Salford.

Yours sincerely
Drew Crawshaw

Her Majesty’s Inspector

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