The New Broadwalk PRU
phone: 0161 7780920
headteacher: Mrs Debbie Ramsay
5 boys 62%
Last updated: June 20, 2014
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- Open date
- April 1, 2000
- OSGB coordinates
- Easting: 381430, Northing: 399048
- GPS coordinates
- Latitude: 53.488, Longitude: -2.2813
- Accepting pupils
- 5—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 5, 2011
- Region › Const. › Ward
- North West › Salford and Eccles › Langworthy
- Urban > 10k - less sparse
- Learning provider ref #
- Belvedere Community Nursery Centre M65EJ
- 0.1 miles Broadwalk Primary School M65AN
- 0.2 miles Windsor Community High School M65BH
- 0.4 miles Charlestown Community Primary School M66GL
- 0.4 miles West Liverpool Street Community Primary School M54BJ
- 0.4 miles St Paul's CofE Primary School M54AL (232 pupils)
- 0.4 miles St James' RC Primary School M65JG
- 0.4 miles Lark Hill Community Primary School M54BJ (416 pupils)
- 0.4 miles Holy Family VA RC Primary School M65WX (237 pupils)
- 0.5 miles London Street Nursery School M66QT
- 0.5 miles Langworthy Road Primary School M65PP
- 0.5 miles The Albion High School M66QT
- 0.5 miles University of Salford M54WT
- 0.5 miles The Albion Academy M66QT (729 pupils)
- 0.6 miles Margaret Whitehead School M65NQ
- 0.7 miles Hulme Street Nursery School M54PY
- 0.7 miles Kara Street Nursery School M65GG
- 0.7 miles St George's CofE Primary School M66SU (188 pupils)
- 0.7 miles St Sebastian's RC Primary School M66ET (208 pupils)
- 0.7 miles Salford Education Inclusion Services at Halton House M68RA
- 0.7 miles Willow Tree Primary School M65TJ (473 pupils)
- 0.8 miles Seedley Primary School M65GY
- 0.8 miles St Philip's CofE Primary School M35LF (141 pupils)
- 0.8 miles Primrose Hill Primary School and Children's Centre M53PJ (316 pupils)
The New Broadwalk PRU
51 Belvedere Road, Salford, Lancashire, M6 5EJ
|Inspection dates||29–30 January 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Senior leaders provide confident leadership and |
Teaching is confident and enthusiastic, and
The students’ progress is carefully tracked and
the staff team shares their high expectations. The
leadership of subjects is a major strength and
adds to the centre’s good capacity for continuing
improvement. The management committee
provides a good blend of support and challenge,
which is a marked improvement since the last
engages students who have previously been
reluctant learners. This prepares most of the
students well for their effective return to
this ensures that their work is set at the right
level. This helps the students to make at least
good progress, and particularly good progress in
| Students often start at the centre with very |
Support for students’ spiritual, moral, social and
The centre provides a safe learning environment
negative attitudes. However, staff are skilled in
helping the students rapidly to improve their
behaviour. Parents and a representative from local
schools support this view and have very positive
links with the centre.
cultural development is effective. This helps to
develop the centre’s positive ethos. The students’
achievements are celebrated and they enjoy
attending the centre.
that re-engages many students and allows them to
become more confident learners.
| The proportion of students making outstanding |
Students’ work is marked regularly and they are
progress is not high enough. This is because there
are too few opportunities for them to increase the
quantity and quality of their extended writing.
made aware of how to improve their learning.
However, the marking has too little impact, as the
students often continue to make the same
| Teaching assistants are key members of the staff |
team but, occasionally, their time is not used
effectively and this slows the students’ progress.
Information about this inspection
- The inspector observed eight lessons, jointly with senior leaders. The inspector also listened to some
- The inspector observed the work of the centre and looked at a number of documents, as well as the
centre’s website. The documents included the centre’s information about the students’ progress, planning
and monitoring documents, safeguarding information and students’ work.
- The inspector observed the students during some of their free time and spoke with a group of students to
gain their views about the centre.
- Meetings took place with the executive headteacher, the head of the centre, subject leaders, other staff,
and members of the management committee. A telephone conversation was held with a headteacher from
a local secondary school, a representative from the alternative provider used by the centre, a
representative of the local authority and a consultant working with the centre.
- The views of parents were taken from the centre’s own questionnaires and the inspector’s meetings with
parents. There were not enough responses to the Ofsted’s online survey, Parent View, to provide the basis
for an analysis.
- The 17 responses to the staff inspection questionnaire were considered.
|David Smith, Lead inspector||Additional Inspector|
Information about this school
- The New Broadwalk is a pupil referral unit for students that have been permanently excluded, or are at
risk of being excluded, from mainstream schools. Most of the students are short-term placements and
return to mainstream schools.
- The proportion of disadvantaged students who are supported by the pupil premium is above average. This
is additional government funding for those students known to be eligible for free school meals or who are
in the care of the local authority.
- The vast majority of students are from White British backgrounds.
- There are currently more boys than girls on roll.
- A high number of the students are disabled or have special educational needs and a small number either
have a statement of special educational needs, or are undergoing assessment.
- Since the last inspection, the executive headteacher and head of centre posts are now permanent rather
than acting. Many of the teachers are recently appointed. Also, the centre now has its own dedicated
- Brighter Futures is used by the centre as part-time alternative provision.
What does the school need to do to improve further?
- Increase the proportion of students making outstanding progress by:
improving the deployment of the teaching assistants so that their time is always used effectively to
further boost the students’ progress
providing more opportunities for the students to extend the quantity and quality of their writing in all
making sure that the marking of students’ work has a positive impact on their learning and helps them
learn more effectively from their mistakes.
|The leadership and management||are good|
- The executive headteacher uses her wealth of experience to provide confident leadership for the centre
and has secured good progress since the last inspection. Working with the head of centre, she has
developed an ambitious vision for further improvements based on an accurate view of the centre’s
strengths and areas for development. Staff are proud to be members of a positive and effective team,
which places the needs of the students at the heart of their work. The centre has a positive reputation
within the local authority and this view is supported by parents.
- The students are set challenging targets, which are based on their assessment when they join the centre.
Students are expected to make good progress and many do. Their progress is checked on regularly and
this information guides the need for any additional help. The centre’s rigorous approach and the staff’s
high expectations ensure that the students make good progress.
- Subject leaders are enthusiastic and their ideas help to make a good contribution to improvements in the
centre. They carefully evaluate the strengths and areas for development in their subjects, which contribute
to ambitious plans for the future.
- The leadership of teaching is rigorous and staff are challenged to ensure that the students make good
progress. The appraisal of staff performance informs the provision for their professional development. An
example of the impact of this process is the marked improvement in English since the last inspection.
- The curriculum is effectively designed to meet the students’ learning needs. There is a strong focus on
their basic skills of literacy and numeracy to ensure that the students are able to cope when they return to
a mainstream school. However, the centre has its own approach to making learning practical, relevant and
exciting, which helps to change the negative attitudes of some students.
- The promotion of students’ spiritual, moral, social and cultural development is good and key to the
success of the centre. The students develop a positive view of life in the centre and are encouraged to
take increased responsibility for their learning and behaviour. They are prepared well for life in modern
Britain as they learn to respect each other’s views.
- The local authority has confidence in the leadership of the centre and, therefore, has a light-touch
approach to school improvement. The local authority is keen to ensure that the centre has new
accommodation in the near future. They have worked closely with the centre to restructure the staffing
and develop their own management committee.
- The pupil premium funding is used effectively to provide additional support for the disadvantaged
students. Consequently, they achieve as well as others in the centre demonstrating the school’s effective
commitment to providing equality of opportunity.
- Links with parents are very positive and help promote the students’ good attendance. Parents have
confidence in the leadership of the centre and appreciate being kept up-to-date with their child’s progress.
- Statutory requirements for safeguarding are met and staff work hard to keep the students safe.
- The governance of the school:
The members of the management committee make a valuable contribution to the development of the
centre. They are actively involved in the centre and have a good understanding of what needs doing to
improve. They balance the challenge and support provided to senior leaders to help move the centre
forward. The management committee fulfils its safeguarding responsibilities well. It is aware of the
quality of teaching and knows that if teachers do not meet their targets, they will not receive pay rises.
The management committee has a good overview of the performance management systems, including
that of the executive headteacher. It has a good understanding of the progress made by the students,
including those receiving pupil premium funding.
|The behaviour and safety of pupils||are good|
- The behaviour of students is good.
- Students make clear progress in their attitudes to learning during their time in the centre. They develop
pride in their work and are able to work productively in pairs and small groups. Relationships are positive,
which helps the students to settle quickly into the centre. The staff team is committed to providing the
students with a consistent and positive approach, which ensures that students feel part of the centre
community. The behaviour of most of the students improves sufficiently for their successful return to a
- Staff and students make the best of the accommodation despite the limitations, for example, in the design
and layout of the rooms. Many of the classrooms are attractive learning environments and students take
care of their surroundings. Their displays of work are well cared for and there was little evidence of litter
seen during the inspection.
- Students’ attendance has improved significantly since the last inspection and they say how much they
enjoy attending the centre. The staff team work very well with parents and stress the importance of good
attendance. Students expressed positive views about their time in the centre.
- Students are well aware of the different kinds of bullying. The centre’s records and conversations with the
students confirm that bullying is rare and, when it does occur, it is managed promptly and effectively.
Racist and homophobic name-calling is very rare.
- The links between the centre and Brighter Futures are very good. The students’ behaviour and attendance
at the alternative provision are good.
- The school’s work to keep students safe and secure is good.
- Students, staff and parents agree that the centre is a safe place. A high priority is placed on ensuring that
students are aware of the dangers linked to the misuse of drugs and alcohol. The centre also makes
students aware of the dangers of extremist attitudes. There is a strong focus on e-safety and students are
made aware of the risks of the misuse of the social media.
- The need for safe restraint is infrequent, which reflects the students’ good behaviour. The staff team have
received appropriate training and any incidents are recorded and followed up effectively.
- Risk assessments are in place and staff training for safeguarding is up-to-date.
|The quality of teaching||is good|
- Staff have high expectations and ensure students have higher aspirations for their futures. A comment,
‘Teaching is mint’, reflects students’ typically positive views about the staff. Teaching in English has
improved significantly since the last inspection and students now make good progress.
- Teachers’ subject knowledge is a major strength underpinning consistently good teaching. This helps to
ensure that the students are interested and engaged in their learning. This is evident in science where a
wealth of experiments effectively engage the students who look forward to the next lesson as a result.
- The staff know the students well and are able to pitch their work at the right level. Strong relationships
help to establish a positive work ethic and encourage students to take pride in their work.
- Students’ work is marked thoroughly. Teachers’ comments show students what they need to do to
improve. However, this advice has too little impact and students continue to make the same mistakes.
This was evident, for example, in students’ continued mistakes in the use of capital letters and errors in
- Literacy, reading and mathematics are taught well in the full range of subjects. However, opportunities for
students to write at length in a range of subjects are too limited and dampen progress.
- Teaching assistants make a valuable contribution to the students’ learning but, on occasions, their time is
not used to best effect and this limits progress in a small number of lessons.
|The achievement of pupils||is good|
- Students join the centre with low levels of prior attainment, because many have missed much of their
schooling and many have developed poor attitudes to their learning. Students’ knowledge and abilities are
thoroughly assessed when they join the centre and they make good progress from their starting points.
This helps to close the gap in their attainment, when compared to national averages. The headeacher
from a local high school confirmed that the centre is very good at boosting students’ progress and, as a
result, their return to mainstream education is usually successful.
- Students make rapid progress in mathematics and good progress in science. They now make good
progress in English, which is an improvement since the last inspection. The centre’s focus on improving
the students’ reading has made a real difference. Students read for pleasure and quickly improve the
speed and accuracy of their reading. Staff are skilled at persuading reluctant students to read aloud, which
helps to improve students’ levels of confidence. The next priority is to improve the quantity and quality of
students’ writing in all subjects, for example, to help prepare them for the challenges of future
- Students particularly enjoy practical activities and, as a result, make good progress in subjects such as
food technology and art and design. They are proud of their achievements and enjoy taking home the
food they have prepared in the centre. There are many displays of the students’ art around the centre,
which reflect the high quality of their work. Students are also enthusiastic about the wide range of
opportunities provided in physical education. They are tackling the challenge of the recent introduction of
computer science to the curriculum and are starting to make good progress. Parents mentioned that the
centre is skilled at re-engaging their child in learning and they are now keen to talk about their studies.
This is helping to raise the students’ aspirations for the future.
- The most able students make good progress and there is no overall difference in the progress of boys
and girls. The additional support provided for students with disabilities or special educational needs
ensures that they make good progress. The disadvantaged students in the centre also make good
progress. The additional pupil premium funding helps to ensure that the disadvantaged students make the
same progress as other students in the centre in English and mathematics, and other subjects. The
funding is used to pay for one-to-one support and additional resources to help boost progress.
- Students’ attendance at part-time alternative provision helps to motivate them and this makes a positive
contribution to their progress.
What inspection judgements mean
|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
|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
|Unique reference number||132741|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Pupil referral unit|
|School category||Pupil referral unit|
|Age range of pupils||11–14|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||21|
|Appropriate authority||The governing body|
|Date of previous school inspection||5 October 2011|
|Telephone number||0161 778 0920|
|Fax number||0161 737 6736|