Wilbraham Primary School
Headteacher: Mr Steve Wheeldon
School holidays for Wilbraham Primary School via Manchester council
420 pupils capacity: 141% full
300 boys 51%
290 girls 49%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 384383, Northing: 394481
- GPS coordinates
- Latitude: 53.447, Longitude: -2.2366
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 4, 2013
- Region › Const. › Ward
- North West › Manchester, Gorton › Fallowfield
- Urban > 10k - less sparse
- Free school meals %
- Wilbraham Junior School M147FB
- Wilbraham Infant School M147FB
- 0.3 miles St Kentigern's RC Primary M147ED (450 pupils)
- 0.3 miles The Divine Mercy Roman Catholic Primary School M147SH (456 pupils)
- 0.4 miles Claremont Primary School M147NA (480 pupils)
- 0.4 miles Claremont Infant School M147NA
- 0.4 miles St Edward's RC Primary School M147PW
- 0.4 miles The Hart Road Pupil Referral Unit M147BA
- 0.5 miles Heald Place Primary School M147PN (630 pupils)
- 0.5 miles Bishop Bilsborrow Memorial Roman Catholic Primary School Manchester M147LS
- 0.5 miles Whalley Range 11-18 High School M168GW (1546 pupils)
- 0.5 miles William Hulme's Grammar School M168PR
- 0.5 miles William Hulme's Grammar School M168PR (1010 pupils)
- 0.5 miles Whalley Range 11-18 High School M168GW
- 0.6 miles Manchester High School for Girls M146HS (927 pupils)
- 0.6 miles Manchester Islamia School M144EZ
- 0.6 miles SNAP (School Non Attenders Project) M145AA
- 0.7 miles English Martyrs' RC Primary School M168QH
- 0.7 miles St Bede's College M168HX (778 pupils)
- 0.7 miles Withington Girls' School M146BL (629 pupils)
- 0.7 miles Kassim Darwish Grammar School for Boys M168NH (135 pupils)
- 0.8 miles Old Moat Junior School M203FN
- 0.8 miles Old Moat Infant School M203FN
- 0.8 miles St James' CofE Primary School, Birch-in-Rusholme M146HW (240 pupils)
Wilbraham Primary School
Platt Lane, Fallowfield, Manchester Lancashire, M14 7FB
|Inspection dates||4–5 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because :
| Pupils make good progress overall, with an |
This represents good achievement from their
Teaching is usually good and an increasing
Pupils’ attitudes to learning and their
The curriculum provides highly positive
increasing number making outstanding
progress. The proportion of pupils attaining
the expected level of attainment by the end
of Year 6 in reading, writing and mathematics
is broadly average.
skill level on entry to school, which is well
below that expected for their age.
proportion is outstanding. Reading, writing,
communication and mathematics are taught
behaviour are exemplary. They say they feel
very safe in school at all times.
experiences for learning. It promotes pupils’
spiritual, moral, social and cultural
development extremely well.
| The headteacher has high expectations of all |
Leaders rigorously check the school’s
Staff are very respectful and courteous towards
The care of pupils whose circumstances might
The governing body is supportive of the school
The school’s ability to carry on making
staff and pupils. Leaders and governors work
together effectively and are ambitious for the
school. They are successfully improving the
quality of teaching and raising pupils’
performance to identify areas for development.
Action to bring about improvement is checked
regularly to measure how successful it is.
pupils and others.
put them at risk is exceptional.
and influential in helping it to move forward.
improvements is good.
| Teachers do not always provide work that |
Marking is not used consistently to show
sufficiently challenges pupils of different
pupils how to improve their work.
| Pupils lack accuracy in using grammar, |
Pupils’ mathematical problem-solving skills are
punctuation and spelling correctly.
not well-enough developed.
Information about this inspection
- The inspectors observed 21 lessons or parts of lessons taught by 20 teachers. Four of these
were joint observations with the headteacher and deputy headteacher.
- Discussions were held with the Chair of the Governing Body and another governor, parents,
staff, pupils and a representative of the local authority.
- The inspectors observed the school's work and analysed documentation, including that relating
to safeguarding, records of meetings of the governing body, assessment information and
curriculum planning. Work in pupils’ books and displays around the school were examined. The
inspectors listened to groups of pupils read.
- Account was taken of the 15 responses to the on-line questionnaire (Parent View) in carrying
out the inspection. Account was also taken of the 138 responses to a questionnaire previously
sent to parents by the school to gain their views about its performance.
|Melvyn Hemmings, Lead inspector||Additional Inspector|
|Gillian Burrows||Additional Inspector|
|Mark Hilton||Additional Inspector|
Information about this school
- Wilbraham is much larger than the average-sized primary school.
- There is a well above average proportion of pupils known to be eligible for the pupil premium.
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
- The proportion of pupils supported through school action is above average, as is the proportion
supported at school action plus or with a statement of special educational needs.
- A high proportion of pupils come from a wide variety of minority ethnic backgrounds. The main
ethnic groups represented are Arabic, Somali, Pakistani and White British.
- A high proportion of pupils do not have English as their first language, with 30 different
languages spoken in the school.
- The proportion of pupils who start school other than at the normal time is high.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school has gained a number of national awards, including the Activemark, and holds Healthy
What does the school need to do to improve further
- Further raise pupils’ achievement in writing and mathematics by:
improving pupils’ ability to use grammar, punctuation and spelling accurately
improving pupils’ problem-solving skills in mathematics
making sure that teachers always provide work that matches and challenges pupils’ different
ensuring that teachers use marking consistently to help pupils to improve their work.
|The achievement of pupils||is good|
- Pupils start school with skill levels that are well below those expected for their age. They make
good progress overall, with increasing numbers making outstanding progress. As a result, by the
end of Year 6, the numbers attaining the expected level in reading, writing and mathematics is
- In the Early Years Foundation Stage, children work and play happily together, taking turns and
sharing resources fairly. They show much enjoyment in all their activities and confidently make
choices for themselves.
- In Years 1 to 6, pupils are eager to learn and concentrate for lengthy periods. They collaborate
well and enjoy sharing ideas, such as when pupils in Year 3 were discussing their experiences of
the previous day’s Summer Fete.
- Improvements in the teaching of reading mean that pupils make sustained gains in their
knowledge and understanding of the sounds that letters make to enable them to read unfamiliar
words. Consequently, their attainment at the end of Key Stage 1 and by the time they leave
school in reading is broadly average.
- Pupils enjoy writing but lack accuracy in their use of correct grammar, punctuation and spelling.
Marking is not used consistently to show pupils how to make further improvement in their
- Pupils’ mathematical calculation skills are secure. Their ability to apply these skills to solve
number problems in a variety of real-life situations is not well-enough developed. At times,
progress slows because the work provided does not sufficiently challenge pupils.
- Disabled pupils and those who have special educational needs make good progress because of
the well-targeted extra support provided to meet their specific needs. Pupils at an early stage of
learning to speak English and those who join during the year make good progress because the
extra support provided and the work given to them moves them on quickly.
- The funding for pupils eligible for the pupil premium has been used successfully to narrow the
gap between pupils known to be eligible for free school meals and other pupils in school. It has
been used to provide small groups and individual support to improve pupils’ literacy and
numeracy skills and a free breakfast club to improve their attendance. As a result, their
attainment in English and mathematics is similar to that of other groups not supported by the
pupil premium. This demonstrates the school’s successful commitment to equality of
|The quality of teaching||is good|
- In the Early Years Foundation Stage, adults work well together to meet children’s individual
needs. They provide activities that are practical, interesting and successful in moving children’s
learning and development forward.
- In Key Stages 1 and 2, teachers are skilled in checking pupils’ understanding throughout lessons
so they can adapt activities if necessary to improve learning. Good use is made of resources,
including new technology, to support learning. Classroom management is good and activities are
engaging, which leads to pupils getting on with their work well.
- Teachers ask pupils searching questions to extend their thinking and to find out how much they
have understood. Relationships are excellent and contribute to the progress that pupils make.
Praise is used well to celebrate pupils’ achievements and to raise their self-esteem.
- Teaching assistants are deployed effectively to help all pupils improve, especially disabled pupils,
those who have special educational needs and pupils eligible for the pupil premium. They also
provide valuable support for pupils who join during the year and those at an early stage of
learning to speak English.
- There are times when the work set for pupils does not bring the best out of them because it
lacks sufficient challenge for their different abilities. Marking is not used consistently to show
pupils how they could do better.
- Leaders’ successful management of staff performance has led to an increasing proportion of
teaching being outstanding. This is characterised by activities meeting pupils’ individual needs
very successfully and being highly motivating. Such teaching was evident in a mathematics
lesson for pupils in Year 2, in which they made excellent progress in being able to identify and
explain the properties of three-dimensional shapes.
- Teachers promote pupils’ spiritual, moral, social and cultural development in an outstanding
manner. They encourage pupils to reflect upon the wonders of the world around them and to
think carefully about the consequence of their action on others. Pupils are provided with many
opportunities to work collaboratively and to learn about cultures different to their own.
|The behaviour and safety of pupils||are outstanding|
- Parents, staff and pupils are unreservedly positive about both behaviour and safety. Pupils have
an excellent understanding of the different kinds of bullying, such as internet and physical
bullying. They say bullying does not happen because, ‘We all look after each other’, but are very
confident that staff would deal with it if it did.
- The behaviour of pupils is exemplary and they encourage each other to conduct themselves well.
Lessons run very smoothly with minimal disruption to learning. Pupils are very considerate and
respectful towards others.
- Pupils are highly aware of how to keep themselves and others safe and say they feel safe in
school at all times. They know about the dangers associated with roads, railways, water and
when using the internet. They are very clear about the action to take if approached by someone
they do not know.
- Their enjoyment of school is shown by the significant improvement in their attendance since the
previous inspection and the way they arrive on time. Pupils commented that, ‘We like coming to
school because teachers want us to learn and they do their best for us’.
- Pupils have highly positive attitudes to school. They work hard to produce their best work and
show a great deal of interest and enthusiasm in their learning in different subjects.
- There are many opportunities for pupils to take on responsibility, such as being a member of the
school council, which they take on willingly.
- Pupils make a strong contribution to the life of the local community. They carry out
environmental work at Platt Fields Park and perform in the Manchester Arts Festival.
|The leadership and management||are good|
- The headteacher provides focused educational direction and has a clear view of how good the
school can be. Senior leaders and governors show determination in driving forward
improvements. They successfully encourage all staff to do their best.
- The management of staff performance and training of teachers and other adults is improving the
quality of teaching. It is successful in meeting whole school and individual staff needs. There is a
strong link between the performance of teachers and their salary progression.
- Leaders regularly carry out observations of lessons and scrutinise pupils’ books to check the
quality of teaching. Leaders are yet to ensure that teachers always set work that effectively
challenges pupils of varying abilities and use marking consistently to show pupils how to
- There are robust procedures for evaluating the performance of the school. The action taken to
bring about improvement is assessed regularly by leaders to measure its success. The ability of
leaders and governors to carry on making improvements is good.
- The promotion of equality of opportunity and tackling of discrimination is good. Leaders check
carefully the progress of different groups to identify if any of them require extra support.
- Leaders work successfully with a variety of agencies to provide exceptional support for those
pupils whose circumstances might put them at risk.
- Relationships at all levels are excellent and contribute positively to pupils’ learning and
- The local authority provides light touch support.
- The curriculum is planned well to interest pupils in learning and to very effectively promote their
spiritual, moral, social and cultural development. It is enlivened by enrichment activities
including visits, such as to the beach at Lytham St Anne’s to explore a location different to their
- The governance of the school:
Governance is good. The governing body understands the data relating to the school’s
performance and know how the management of performance is used to improve staff
expertise, tackle underperformance and reward good teaching. Governors know the school’s
strengths and weaknesses and take part in regular training to maintain their effectiveness.
The governing body manage the budget effectively and ensure that safeguarding
requirements are met. Governors hold the school to account for the way the funding for pupils
eligible for the pupil premium is used to raise their achievement.
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||131444|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||555|
|Appropriate authority||The governing body|
|Date of previous school inspection||22 April 2008|
|Telephone number||0161 2243900|
|Fax number||0161 2485485|
|Email address||reveal email address|