School etc

The Deans Primary School

The Deans Primary School
Vicarage Road

phone: 0161 7282089

headteacher: Mr Stephen Kirkpatrick Bsc(Hons),Pgce,Npqh

reveal email: pam.…

school holidays: via Salford council

238 pupils aged 3—10y mixed gender
210 pupils capacity: 112% full

120 boys 50%


120 girls 50%


Last updated: Sept. 17, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 377347, Northing: 401663
GPS coordinates
Latitude: 53.511, Longitude: -2.3431
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 22, 2013
Region › Const. › Ward
North West › Salford and Eccles › Swinton North
Urban > 10k - less sparse
Free school meals %

rooms to rent in Manchester

Schools nearby

  1. 0.1 miles St Peter's CofE Primary School M270WA (236 pupils)
  2. 0.1 miles Elmstead School M270SS
  3. 0.2 miles Dean Park School M270NS
  4. 0.4 miles The Lakes Nursery School M275WW
  5. 0.4 miles Moorside Primary School M270LN (467 pupils)
  6. 0.4 miles St Charles' RC Primary School M279PD (251 pupils)
  7. 0.4 miles The Swinton High School M276JU
  8. 0.4 miles Pendlebury High School M272DU
  9. 0.4 miles The Swinton High School M276JU (742 pupils)
  10. 0.5 miles Mossfield Primary School M276EH (310 pupils)
  11. 0.5 miles St Mary's RC Primary School M274AS (267 pupils)
  12. 0.5 miles Moorside High School M270BH (889 pupils)
  13. 0.6 miles Mossfield Junior School M272EQ
  14. 0.6 miles Mossfield Infant School M272EQ
  15. 0.7 miles Springwood Primary School M275LP (166 pupils)
  16. 0.8 miles Grosvenor Road Junior School M271LN
  17. 0.8 miles Grosvenor Road County Infant School M271LN
  18. 0.8 miles Wardley CofE Primary School M279XB (220 pupils)
  19. 0.8 miles Wardley High School M273QP
  20. 0.8 miles Parklands School M275LP
  21. 0.9 miles Clifton Primary School M276PF (330 pupils)
  22. 0.9 miles Silverdale Community Primary School M278QP
  23. 0.9 miles Broadoak Primary School M270EP
  24. 0.9 miles St Augustine's CofE Primary School M278UX (231 pupils)

List of schools in Manchester

School report

The Deans Primary School

Vicarage Road, Swinton, Salford, M27 0WA

Inspection dates 22–23 May 2013
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Outstanding 1
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

Children make an excellent start to their early
Pupils’ achievement in English and
Pupils read and write exceptionally well. This
Overall standards are considerably higher
The school’s results in national tests places
Teaching is excellent over time. Teachers
Behaviour and safety are outstanding. All
education because of outstanding provision in
the Early Years Foundation Stage.
mathematics in all key stages is exceptional,
regardless of their ability and background.
helps them to make brisk progress in other
than the national average by the end of Year
6 and have been for several years.
them in the top 20% of all schools in reading,
writing and mathematics in Key Stage 1 and
in English at Key Stage 2. Standards in
mathematics by the end of Key Stage 2 are
not quite as high as in English.
plan highly appropriate levels of work. This
ensures that pupils make rapid progress in a
range of subjects. However on occasion,
teaching assistants are not used to their full
extent at the beginning of mathematics
pupils feel very safe in the school. They have
excellent relationships with each other and
the adults around them.
Marking by teachers and self-checks by pupils
There is outstanding provision for a wide range
The headteacher is highly motivating and has
The governing body gives excellent support to

are particularly effective in writing.
of subjects and activities provided for pupils.
This includes high quality provision for pupils’
spiritual, moral, social and cultural
set high goals for each pupil. The staff
overwhelmingly supports her vision. Since the
previous inspection, the school has prospered
immensely under this dynamic leadership.
the school and helps it to maintain outstanding
performance in all aspects of its work,
including teaching and pupils’ achievement
since the previous inspection.

Information about this inspection

  • Inspectors observed teaching and learning in 16 parts of lessons, of which five were joint
    observations with the headteacher.
  • Inspectors made a number of shorter visits to other lessons. Inspectors also listened to pupils
    read and scrutinised their work.
  • Meetings were held with two different groups of pupils from all ages and from a range of
    different backgrounds. Inspectors held informal discussions with other pupils.
  • Inspectors also held meetings with the Chair of the Governing Body, one other governor, senior
    leaders and a telephone conversation with the representative from the local authority.
  • Inspectors looked at documents relating to safeguarding, the performance management of staff,
    checks on pupils’ attainment and progress, records on attendance, behaviour and safety and the
    school’s overview of teaching and learning. They looked at the impact of the school’s use of the
    pupil premium funding.
  • Inspectors took account of the views of 22 parents in the on-line questionnaire (Parent View) as
    well as the school’s own parent survey. The views of parents were sought as they brought their
    children to school at the start of the school day. Inspectors scrutinised 27 questionnaires
    completed by staff.

Inspection team

Zahid Aziz, Lead inspector Additional Inspector
Anthony Buckley Additional Inspector

Full report

Information about this school

  • The Deans Primary School is an average-sized primary school.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is below average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is above average.
  • The proportion of pupils for whom the school receives the pupil premium is below average. (The
    pupil premium is additional funding for those pupils who are known to be eligible for free school
    meals, children from service families and those children who are looked after by the local
    authority.). At Deans, almost all the pupils known to be eligible for the pupil premium are those
    known to be entitled to free school meals and this proportion is smaller than the national
  • The large majority of pupils are White British. The proportion of pupils from minority ethnic
    backgrounds is above average. The proportion of pupils who speak English as an additional
    language is below average.
  • A new headteacher has been appointed since the previous inspection.
  • The headteacher has also been supporting another school in the local authority with school
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Raise further the standards that pupils attain, especially in mathematics, by:
    making sure that the quality of marking is as helpful in mathematics as it is in writing, so that
    pupils know clearly how to improve further their mathematical skills
    providing clear guidance for support staff on how they can best support pupils’ achievement,
    particularly at the start of mathematics lessons.

Inspection judgements

The achievement of pupils is outstanding
  • Children make outstanding progress through the Early Years Foundation Stage. They join the
    Nursery with skills that are below those expected for their ages, especially their personal and
    social skills. As a result of high-quality teaching, high expectations and a first class partnership
    with parents, a far larger-than-average proportion of children attain average and above average
    levels by the time they join Year 1.
  • Pupils make excellent progress in Key Stages 1 and 2 from their individual starting points. At the
    end of Year 6, the proportion of pupils making and exceeding typically expected progress in
    English and mathematics is high. As a result, they are very well prepared for the next stage of
    their education.
  • Current information on pupils’ achievement shows that pupils are making excellent progress and
    that 100% of pupils are on their way to achieving expected levels in English and mathematics.
    School data also show that pupils’ standards by the end of Key Stage 2 are on track to be well
    above the national average, although slightly higher in English than in mathematics.
  • Pupils’ work shows high levels of achievement in other subjects. In science, a strong focus on
    practical work, as well as many opportunities to use mathematical and literacy skills, enhances
    learning in all three subjects.
  • Through varied topic work, pupils enjoy diverse and wide-ranging experiences. For instance,
    they have opportunities to hone their skills in letter writing from the point of view of an evacuee
    in the Second World War
  • Every pupil has opportunities to learn musical instruments for two years and, as a result, they
    show exceptional skills in singing and playing musical instruments.
  • Disabled pupils and those who have special educational needs do exceptionally well. Their
    progress is checked carefully, and they are given support that closely meets their particular
    needs and tasks that are demanding but within their capabilities. The same applies also to those
    few pupils who are learning English as an additional language.
  • The achievement of all groups of pupils, including those known to be eligible for free school
    meals, White British pupils and those from minority ethnic backgrounds is equally strong. They
    do much better than similar pupils in other schools across the country. Equality of opportunity is
    clearly demonstrated by the way the school cares well for all its pupils and offers them the same
    degree of challenge and high expectation, and ensures that there is no discrimination.
  • The gap in attainment between those pupils known to be eligible for free school meals and
    others who are not has narrowed significantly in English and there is now very little difference.
    In mathematics, these pupils are two terms ahead of their classmates.
  • There is an excellent focus on the early development of pupils’ skills in reading across the school
    with a key emphasis on improving phonics (the sounds that letters make). This is confirmed by
    the results of the screening check in reading for pupils aged six in 2012, which were well above
    those seen nationally. As a result, as pupils move up the school, they gain confidence in reading
    and broaden their skills. This contributes positively to raising their achievement even further
    across the different curriculum subjects.
The quality of teaching is outstanding
  • Teachers plan their lessons exceptionally well. Pupils start lessons by checking feedback on the
    tasks given by the teachers from the previous day. For example, during the inspection, in Year 5,
    pupils made corrections to spelling and grammar. In Year 6, pupils made use of different
    strategies to work out currency through multiplication problems before starting the main lesson
    task. This helps very well to focus on key concepts across the curriculum. As a result, teaching
    over time is outstanding.
  • An important characteristic of many lessons, particularly in English and mathematics, is the way
    that teachers prepare suitable levels of work for pupils of different abilities. They ensure that
    work is demanding but within each individual’s ability. This was well demonstrated in an
    outstanding English session in Year 4 where high quality teaching ensured progress for less-able
    pupils was equally as good as that of the more able as they completed extended descriptive
    writing, albeit from their individual starting points.
  • The teaching of reading is a strength. Before lunch, everyone reads. Pupils read to each other or
    those who need extra help read in small groups with adults. Everyone strives to fulfil the
    ‘reading challenges’. This happens every day with a specific focus on checking progress made
    from the previous night’s reading at home and this helps to engage parents too.
  • Teachers plan extensive opportunities for pupils to discuss ideas together as ‘talking partners’, so
    they develop and consolidate excellent speaking, listening and team skills. These strategies,
    where teachers help pupils to sort out their ideas before putting pen to paper, are one of the
    reasons for the improvement in pupils’ standards in writing. Increasingly, teachers encourage
    excellent use of clear criteria for pupils to assess their own and their classmates’ work. They do
    this extremely well, discussing their work together and improving and refining its quality.
  • Teaching in the Early Years Foundation Stage is of high quality, with appropriate use made of
    the learning environments, both indoors and outside. Teachers plan a highly enjoyable and wide
    range of practical activities for children such as developing reading, writing, and mathematical
    skills, using computers and investigative work in science such as the habitat of slugs. Teachers
    encourage children to challenge themselves and to be independent. Teachers intervene
    extremely effectively in children’s play, extending their thinking through very careful questioning.
  • Teachers mark pupils’ work regularly and accurately. They tell pupils what they have done well,
    and identify errors. In writing, in particular, they often make clear suggestions to help pupils
    meet their literacy targets. However, this happens less frequently in the mathematical work that
    pupils have undertaken.
  • Teachers use with confidence the school’s up-to-date technology, as an aide for teaching and to
    help check on the progress that pupils make. As a result, teachers successfully ensure that pupils
    use net books, interactive white boards and computers extensively in all subjects.
  • The contribution that teaching assistants make to pupils’ learning is mostly outstanding. Pupils
    with special educational needs and those supported through the pupil premium make rapid
    progress as a result of intensive individual support and personal programmes of work. However,
    there are occasions, particularly at the start of mathematics lessons, when the time of the
    support staff is not always used effectively enough. At these times, the pupils they are
    supporting do not make the rapid progress of which they are capable.
The behaviour and safety of pupils are outstanding
  • Pupils are highly aware of how to stay safe. Their behaviour is exemplary. This is because
    children’s social skills are carefully nurtured from the Nursery class onwards. This process is
    continually re-enforced as pupils move up the school. By the time they leave Year 6, they are
    highly mature ‘young adults’ in terms of their manners, politeness and the respect they have for
    adults around them.
  • In class, pupils display excellent attitudes to their work. They manage their own behaviour
    beautifully. They co-operate very well with each other and listen attentively to their teachers but
    also show high levels of application when working independently.
  • At the start of the day, pupils move around the school in an orderly manner, hanging coats,
    tidying away bags and entering the class ready for lessons to begin. During break times, they
    play cooperatively and are very keen to talk with each other. They are very well looked after by
    adults so that the pupils say that they feel safe. Pupils have excellent social skills and learn these
    early. For instance, how to use a knife and fork properly in the Nursery when eating their lunch.
  • Pupils, parents and staff all agree that behaviour is ‘good’ and very well managed by the school.
    Pupils feel very safe in the school and there is no bullying or name calling. They are well aware
    of rewards and sanctions for any rare instances of inappropriate behaviour.
  • Pupils are very aware of the different types of bullying, including cyber-bullying and homophobic
    bullying. Cases of racial abuse are also rare and diminishing. When bullying does happen, it is
    dealt with swiftly and effectively by the school. Pupils know how to keep themselves safe from
    the dangers posed by electricity such as ‘not poking fingers in the socket’ as explained by a Year
    2 pupil.
  • Attendance is high and there have been no exclusions in the school’s history. Pupils enjoy
    coming to the school and they are proud of it. They feel this is the ‘best school in the world!’ and
    that ‘teachers are great!’
  • Pupils take on a wide range of responsibilities in the school, such as monitors, school councillors
    and zone-park leaders during lunch time. They take the initiative in raising funds for charities. As
    a result, they make a very positive contribution to the school and the wider community.
The leadership and management are outstanding
  • The headteacher is calm, respectful and an inspirational leader who puts the pupils at the heart
    of everything she does. Since the previous inspection and under her leadership, the school has
    maintained outstanding outcomes for its pupils in achievement, teaching, behaviour and safety.
    As a result, parents feel that this school makes an excellent contribution towards helping their
    children to be ready for the next stage of their education.
  • Senior and middle leaders play a full part in moving the school forward and improving the quality
    of its work. They improve teaching in their particular areas. They follow a very robust system of
    checks to ensure pupils achieve very well. These staff also provide targeted help to pupils when
    there is a risk that their achievement may dip. This meticulous system has a considerable impact
    on maintaining pupils’ consistently high levels of achievement.
  • The leadership of teaching is outstanding. This is because teachers’ targets are reviewed every
    term. The school is self-reflective in its teaching practices. For example, leaders have realised
    that outside courses bring short-term benefits only. As result, they have developed an in-school
    support programme that is helping teachers to improve their skills continuously.
  • The best practice in teaching in the school is shared effectively and there is very good quality
    support for those staff that have recently joined the school. This has a very positive impact on
    improving teaching further because the headteacher has developed their skills according to the
    needs of the school. Leaders and teachers are rewarded through pay progression only when this
    is deserved.
  • Leaders have an accurate view of the school’s performance and strong, focused plans are in
    place to continue to improve the school still further. All leaders in the school contribute to this
    process, meaning that they all have a very clear understanding of the school’s main strengths
    and areas for development. There is no complacency here.
  • The curriculum provides excellent opportunities for pupils to perform well academically but also
    to enjoy the extra-curricular activities the school offers to all pupils. These include a whole range
    of after-school clubs, modern foreign languages such as Spanish, sports, singing, music and
    residential visits such as to Winmarleigh Hall. This has a significant, positive impact on pupils’
    attitudes, views and behaviour, as well as on their involvement in everyday school life.
  • Pupils’ spiritual, moral, social and cultural development is supported exceptionally well through
    the curriculum and it has an outstanding impact in cementing pupils’ first-class personal
    development and manners.
  • Links with parents are excellent. Parents feel this is a ‘listening’ school in which views of the
    school community are valued and so contribute to school improvements. Parents are very well
    supported through training such as in reading, phonics and writing so that they are able to
    support their children effectively.
  • The school receives ‘light touch’ support from the local authority which has confidence in the
    school’s own ability to sustain its high-quality development.
  • The governance of the school:
    Governors have a wide range of professional expertise in areas such as education and finance.
    They have excellent knowledge of what happens in the school. They undertake regular
    training and this helps them to challenge school leaders very effectively and so contribute to
    maintaining outstanding pupils’ achievement. Governors make sure that appropriate
    safeguarding and child protection procedures are in place. Through scrutiny of the school’s
    finances, governors are well aware of how effectively pupil premium funding is used to
    support eligible pupils’ learning. They are well informed about the quality of teaching and of
    the progress pupils are making in all key stages. Governors know about teachers’ performance
    management and make sure that pay awards are approved where targets have been met.

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 employment.
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 105924
Local authority Salford
Inspection number 411811

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 235
Appropriate authority The governing body
Chair Paul Naylor
Headteacher Pamela Frayne
Date of previous school inspection 20 September 2007
Telephone number 0161 728 2089
Fax number 0161 728 2091
Email address reveal email: dean…


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