Victoria Park Junior School
phone: 0161 9125005
headteacher: Mrs Joanne Taylor
240 pupils capacity: 98% full
130 boys 55%
105 girls 45%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 379893, Northing: 394927
- GPS coordinates
- Latitude: 53.451, Longitude: -2.3042
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 1, 2013
- Region › Const. › Ward
- North West › Stretford and Urmston › Stretford
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.1 miles St Ann's RC Junior School M320DF
- 0.1 miles St Ann's RC Primary School M328SH (453 pupils)
- 0.2 miles Victoria Park Infant School M328BU (233 pupils)
- 0.2 miles St Ann's RC Infant School M328LF
- 0.4 miles Gorse Hill Primary School M320PF (351 pupils)
- 0.4 miles Longford Park School M328QJ (48 pupils)
- 0.5 miles Stretford Grammar School M328JB (792 pupils)
- 0.5 miles Gorse Park School M320UF
- 0.6 miles Stretford High School M320XA (789 pupils)
- 0.6 miles Primary Behaviour Support M328PR
- 0.7 miles Moss Park Junior School M329HR (243 pupils)
- 0.7 miles Moss Park Infant School M329HR (232 pupils)
- 0.7 miles Trafford College M320XH
- 0.7 miles North Trafford College of Further Education M320XH
- 0.8 miles Great Stone Boys' School M320RU
- 0.9 miles St John's RC Primary School M219SN (497 pupils)
- 0.9 miles St Matthew's CofE Primary School M329AN (215 pupils)
- 0.9 miles St Teresa's RC Primary School M160GQ (231 pupils)
- 1 mile Oaklands Preparatory School M211JT
- 1 mile King's Road Primary School M160GR (466 pupils)
- 1.1 mile Oswald Road Junior School M219PL
- 1.1 mile Oswald Road Infant School M219PL
- 1.1 mile Chorlton CofE Primary School M219JA (239 pupils)
- 1.1 mile St John Vianney School M160EX (102 pupils)
Victoria Park Junior School
Davyhulme Road East, Stretford, Manchester, M32 0XZ
|Inspection dates||1–2 October 2013|
|Overall effectiveness||This 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.
| Standards in English and mathematics have |
Outstanding teaching over time results in
Teachers’ excellent subject knowledge, high
Pupils thoroughly enjoy learning and are
Attendance has significantly improved as
been significantly above average for the past
five years. An above average proportion of
pupils are achieving the highest levels in
these key subjects.
pupils making rapid gains in their learning.
Teachers are highly skilled at using
questioning to effectively stimulate pupils’
curiosity and understanding about the world
expectations and well-planned lessons enable
pupils, particularly the most-able, to make
willing to take part in all of the activities.
pupils love coming to school. Parents say, ’my
children cannot wait to get here.’
| Behaviour is exemplary. Pupils feel extremely |
The governing body successfully ensured that
Senior leaders have rigorous and robust
The curriculum is stimulating and provides
Senior leaders, in partnership with the
safe in the school. They come from different
backgrounds but play and get on exceptionally
quality time was given to the new staff
enabling them to quickly grasp and understand
their roles and their responsibilities without
disrupting the school’s routine.
systems for monitoring the quality of teaching
and learning but the subject leaders are in the
early stages of doing this for their subjects.
pupils with rich experiences that are highly
effective in promoting pupils’ spiritual, moral,
social and cultural development.
governing body, have successfully created a
highly inclusive and vibrant school. They have
worked exceptionally hard in improving it so
that all aspects of its work have progressed
from good to outstanding.
Information about this inspection
- The inspection team observed 15 lessons. Two of these were jointly observed with the
headteacher and deputy headteacher. Inspectors observed a whole-school assembly.
- Inspectors listened to pupils read. They looked at work in pupils’ books.
- Meetings were held with key staff, pupils, a representative from the local authority and three
members of the governing body.
- Inspectors looked at a number of documents, including the school’s development plan, the
school’s evaluation of its own performance, governing body minutes, the school’s own data on
pupils’ current progress, documents relating to safeguarding and records relating to behaviour
- Inspectors took account of the 20 responses to the on-line questionnaire (Parent View),
discussions with parents at start of the school day and analysed 17 staff questionnaires.
|Sharona Semlali, Lead inspector||Additional Inspector|
|Neil Dixon||Additional Inspector|
Information about this school
- This is an average-sized school.
- The previous headteacher retired at the end of the summer term in 2013. The new headteacher
and the new deputy headteacher took up their positions in September 2013. Even though they
are new to their positions they are not new to the school.
- The proportion of pupils for whom the school receives pupil premium funding (additional money
given to schools for particular pupils, including those known to be eligible for free school meals,
looked-after children and pupils from service families) is above average.
- The proportion of pupils from minority ethnic backgrounds is above average, as is the proportion
of pupils who speak English as an additional language.
- The proportion of disabled pupils and those who have special educational needs supported by
school action is above average. The proportion supported by school action plus or with a
statement of special educational needs is also above average.
- The school meets the current government’s floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Strengthen the roles of the subject leaders by ensuring that they are involved in embedding the
rigorous monitoring systems that already exist, so they have more impact on pupils’ outstanding
achievement in their areas and can continue to drive the school forward.
|The achievement of pupils||is outstanding|
- Pupils mostly join the school with skills that are above those found nationally but this does vary
from year-to-year. All of the different groups of pupils make exceptional progress in all subjects
and reach exceptionally high standards in English and mathematics by the time they leave at the
end of Key Stage 2. This has been the case for the past five years and is constantly improving.
- Leaders are highly successful in promoting equal opportunities, as all pupils are exceptionally
well-prepared for the next stage in their education.
- All of the pupils made at least good progress in mathematics and 83% made outstanding
progress. In the 2013 national tests, 78% of pupils achieved the highest levels in mathematics
which is significantly above average when compared to the 2012 national figures. Pupils have
excellent computational skills and are able to use these skills in real-life situations.
- Pupils are enthusiastic readers and thoroughly enjoy reading a wide range of different types of
books for pleasure and they do this often.
- Work in pupils’ books shows they are continuing to make rapid gains in writing. This is because
they are given plenty of opportunity to write about their wealth of real-life experiences that are
being provided by the school, particularly through drama. Pupils’ strong and determined effort in
writing is acknowledged well by the school.
- Pupils from a minority ethnic background and those who have English as additional language
achieve exceptionally well and achieve standards at the end of Year 6 that are similar to the
others in the school and is well above their peers around the country. This is because of the
tailored support given to them and their parents.
- Disabled pupils and those with special educational needs make rapid progress from their starting
points. This is because the school works extremely closely with external specialists, parents and
pupils to provide the personalised support that is needed. Leaders carefully track and review
- The school is very well organised in the way it spends the funding on the pupil premium. This
includes having an extra teacher to the year group so that pupils can be effectively taught in
smaller groups in the morning. As a result, the gap is rapidly closing between those eligible for
free school meals and others in the school. In the 2013 national tests, those eligible for free
school meals are now less than one term behind the others in reading, writing and mathematics
and their attainment is significantly above the national average.
- The school makes excellent provision for developing pupils’ physical well-being and uses funding
very effectively to bring in high quality specialist coaching, additional activities and equipment.
There is a high take up in all of the clubs and pupils appreciate all of the opportunities offered.
|The quality of teaching||is outstanding|
- Outstanding, first-rate teaching over time has helped pupils to make accelerated and exceptional
progress. Pupils say, ‘We have fun and learn at the same time.’
- Teachers throughout the school are highly successful in teaching pupils how to sharpen their
speaking skills by getting them to fully explain to a ‘shoulder partner’ how they derived an
answer through a problem-solving exercise. For example in a Year 5 mathematics lesson, pupils
confidently explained their thought processes to their ‘shoulder partner’ about how they got their
answers when they were exploring the relationships between a set of decimals, fractions and
- Highly effective use of the different types of questioning and strong encouragement in getting all
pupils to ask questions is one of the strengths in the school. This has helped to inspire pupils’
curiosity and probe their thinking about the world around them. There is a new question for
them to think about every day and this is displayed on the large interactive board in the hall. All
of the teachers have excellent subject knowledge which enables to successfully challenge all of
the different groups of pupils, particularly the most-able ones. As a result, more pupils are
achieving the highest grades in English and mathematics.
- Teachers’ planning is thorough and closely matches the different needs in the class. They
diligently monitor pupils’ progress and constantly amend and adapt their lessons so that all
pupils achieve extremely well.
- Teachers highly motivate and engage pupils through their lively pace of lessons. For example in
a Year 6 English lesson pupils enjoyed and were highly involved in having a lively debate about
the characters in the book called, ‘Good night, Mr. Tom.’
- Teaching assistants and the extra adults in the school are fully utilised to maximise pupils’
|The behaviour and safety of pupils||are outstanding|
- Pupils display excellent attitudes and contribute considerably towards their own learning. They
work enthusiastically and support each other exceptionally well and as a result, make rapid gains
in their learning. Their extremely positive attitudes are displayed across all subjects; for example
in a Year 5 lesson, pupils were overwhelmed at their success when they managed to use a
computer programme to animate some cartoon characters.
- Pupils’ behaviour and conduct around the school is exemplary. Responses from staff and
parental questionnaires and discussions with pupils are all extremely positive about behaviour
and safety in the school.
- Pupils play well together. Playtimes are fun, friendly and calm. They know, display and fully
embrace the school’s code of conduct. They learn and play together, fully accepting any
differences between them.
- Pupils say they feel safe and that bullying is rare and this is also seen in the school’s
documentation. They have a clear understanding of how to keep themselves safe beyond the
school and when they are using the Internet.
- The school is very effective at supporting and managing the few pupils that have challenging
- Pupils are very committed and serious about the different roles that they have around the
school. For example, the ‘reading ambassadors’ helped to play a significant part in improving
their library and members of the ‘school council’ enjoy judging the tidiest classroom so that the
winners can be awarded with the ‘golden broom.’
- Attendance is above average. This has significantly improved over the past three years.
|The leadership and management||are outstanding|
- The school has effectively addressed all the issues from the previous inspection. Consequently it
has improved from good to outstanding. Leaders are not complacent and continue to strive for
excellence. The school is well-placed to improve further.
- Highly effective succession planning by school leaders and the governing body has successfully
enabled a smooth transition for leaders to move into their new positions without causing any
disruption to the school or impacting on pupils’ achievement.
- The dynamic and determined leadership skills of the headteacher and deputy complement each
other extremely well. They are strongly supported by a very experienced team of staff where
morale is high.
- All teachers and teaching assistants have aspirational and challenging targets that help to
continue to improve their practice. These are robustly reviewed regularly.
- Robust and rigorous systems are in place to check the quality of teaching by senior leaders.
However, subject leaders are not yet fully involved in this process and therefore have a limited
impact on pupils’ achievement in their subjects.
- The school offers an outstanding provision to develop its pupils to love learning by providing
them with a rich and engaging curriculum that builds their skills and knowledge extremely well.
It responds well to their needs and request. Wherever possible it makes links with the local
community. For example during the ‘aspirations week,’ leaders made strong links by using
experts from their local community to help to make this a success.
- Opportunities such as: residential trips to places like Robinwood, pupils learning to play different
types of instrument and having a wide range of clubs significantly promote pupils’ spiritual,
moral, social and cultural development.
- Parents hold the school in high regard. Responses to the on-line survey (Parent View) show that
all of them would recommend the school to another parent.
- The local authority has given the school good support and uses it as an exemplar of good
practice to other schools.
- The governance of the school:
- The governing body has an excellent overview of the school’s strengths and development
points. This is because all members have undertaken a rigorous amount of training so that
they can effectively carry out their roles and responsibilities. They have an in depth knowledge
and understanding of the school’s data about pupils’ achievements. They make regular visits
to the school to check on the different aspects of the school and stringently challenge and
support school leaders. All of them are fully dedicated and committed to their roles. They have
been instrumental in involving parents with their children’s learning by training them to come
into the school to help with reading. They have set up an equalities group where parents can
share and learn about each other’s cultures. They have a clear understanding about how
progression in teachers’ salary is linked to pupils’ outcomes. They ensure that all safeguarding
policies and child procedures are exemplary.
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 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.
|Unique reference number||106327|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||234|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 February 2009|
|Telephone number||0161 912 5005|
|Fax number||0161 865 3469|