Wilmslow Grange Community Primary and Nursery School
Headteacher: Mrs J Ashcroft
reveal email address
School holidays for Wilmslow Grange Community Primary and Nursery School via Cheshire East council
315 pupils capacity: 84% full
140 boys 53%
125 girls 47%
Last updated: Sept. 1, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 385418, Northing: 383943
- GPS coordinates
- Latitude: 53.352, Longitude: -2.2205
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 19, 2012
- Region › Const. › Ward
- North West › Tatton › Handforth
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Brooke Dean Community School SK93QN
- 0.6 miles Royal School, Manchester SK86RQ (33 pupils)
- 0.6 miles St Benedict's Catholic Primary School SK93AE (190 pupils)
- 0.6 miles Willow House SK86RF (10 pupils)
- 0.6 miles Royal College Manchester (Seashell Trust) SK86RQ
- 0.7 miles Outwood Primary School SK83ND (218 pupils)
- 0.7 miles Ivy Cottage Residential School SK86RF
- 0.8 miles Bolshaw Primary School SK83LW (210 pupils)
- 0.8 miles Oakenclough Primary School SK92PZ
- 0.8 miles Oakgrove School SK83BU (28 pupils)
- 0.9 miles Bollin Cross School SK94HX
- 0.9 miles Cheadle Preparatory School SK83BU
- 1.1 mile St James' Catholic High School - A Specialist Humanities College SK86PZ (804 pupils)
- 1.2 mile Styal Primary School SK94JE (103 pupils)
- 1.2 mile Lacey Green Primary School SK94DP
- 1.2 mile Dean Row Junior School SK92LX
- 1.2 mile Dean Oaks Primary School SK92LX (316 pupils)
- 1.2 mile Lacey Green Primary Academy SK94DP (313 pupils)
- 1.3 mile Etchells Primary School SK83DL (376 pupils)
- 1.3 mile Oaklands Community Infant School SK92HB
- 1.4 mile Thorn Grove Primary School SK87LD (236 pupils)
- 1.5 mile Bradshaw Hall Junior School SK86AN
- 1.5 mile Bradshaw Hall Infant School SK86AN
- 1.5 mile Bradshaw Hall Primary School SK86AN (423 pupils)
Wilmslow Grange Primary and Nursery
|Inspection date(s)||19–20 June 2012|
|Unique Reference Number||111014|
|Local authority||Cheshire East|
|Inspection dates||19–20 June 2012|
|Lead inspector||Lyn Pender|
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|
|Nu mber of pupils on the school roll||262|
|Appropriate authority||The governing body|
|Headteacher||Anne Louise Warren (Acting headteacher) |
|Date of previous school inspection||12 May 2009|
|School address||Ullswater Road|
|Telephone number||01625 526566|
|Fax number||01625 536006|
This inspection was carried out with two days' notice. Inspectors observed teaching and
learning in 15 lessons or part lessons, including a joint observation with a member of the
senior staff. 12 teachers were observed. Meetings were held with the acting headteacher,
headteacher, members of the governing body, staff, pupils, and parents and carers.
|Lyn Pender |
|Additional inspector |
|Doreen Davenport ||Additional inspector |
Inspectors observed the school’s work and looked at a wide range of documentation,
including the school’s self-evaluation summary, development planning, pupils’ work,
safeguarding arrangements, policies, and performance data. The inspectors took account of
the responses to 72 questionnaires from parent and carers and others from pupils and staff.
Information about the school
This school is slightly larger than most primary schools. Pupil numbers have increased this
year due to the admittance of more pupils than usual to the Nursery class. The proportion of
pupils known to be eligible for free school meals has risen since the last inspection and is in
line with the national average. The proportion of pupils supported at School Action Plus or
by a statement of special educational needs is lower than the national average. The school
has resourced provision for pupils with autistic spectrum disorders. The school holds the
ArtsMark Gold, Investors in People, and has been awarded Eco-Schools Green Flag status.
The school meets the government’s current floor standards, which set the minimum
expectations for pupils’ attainment and progress.
There has been some lack of continuity in staffing since the last inspection, including
changes to the senior leadership team and some unavoidable temporary arrangements. An
acting headteacher is currently leading the school.
A breakfast club, pre-school provision, and an after school club are provided on site by an
independent organisation. They are subject to separate inspection by Ofsted and reports are
available on the Ofsted website.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. With few exceptions, parents and carers hold very positive views
about the care their children receive in this inclusive, harmonious and welcoming
community. One parent’s comment reflects that of many; ‘Our child is learning very
well and loves to go to school’. Teaching and progress are good, although there are
some satisfactory features in some years which prevent them and the school being
- Achievement is good. Pupils’ attainment in reading, writing and mathematics by the
end of Year 6 is above average and this represents good progress from their starting
points. Attainment at the end of Key Stage 1 is above average and has improved in the
current year. Disabled pupils and those with special educational needs make good
- Pupils enjoy coming to school and feel safe. They are polite and courteous and show
high levels of awareness of the needs of others. Their learning is supported by positive
attitudes. Pupils make an excellent contribution to the life of the school and to their
local community. Attendance has improved to above-average levels.
- Teaching is typically good and strongest in the resource provision. Teachers display
strong subject knowledge, give clear explanations and have established excellent
relationships with their pupils. The pace of learning slows in a minority of lessons.
Teaching assistants provide high-quality support that benefits all pupils. Relationships
between children and adults are excellent.
- Leadership and management are good. With energy and drive, the acting headteacher
has continued to build on the work of the headteacher during her absence, leading
teaching and managing performance well. Leaders, at all levels, are passionately
committed to continuing to improve the school, but their efforts are not always focused
sharply on the consistency of pupil progress across the school.
What does the school need to do to improve further?
- Reinforce the continuing drive to improve teaching, raise attainment and accelerate the
rate of progress of all pupils in all years by:
- raising teachers’ expectations about the level of contribution that pupils can make
to their own learning and ensure that an appropriate pace is maintained in
- reviewing the assessments made at the end of Reception Year to make sure that
pupils’ learning in Year 1 builds precisely on what they know and understand
- bringing a sharper focus to the school’s strategic planning so that it is easier to
evaluate the impact of actions upon pupils’ achievement accurately
- ensuring, through frequent and rigorous monitoring, that the quality of teaching
is consistently good throughout the school and more is outstanding.
Achievement of pupils
Achievement is good and lesson observations and other inspection evidence confirm parents’
and carers’ positive views regarding their children’s achievements. Pupils are confident and
articulate learners who come to school eager to do well. They enjoy talking about their work
and seize on opportunities to take an active part in their learning.
When children start school, most are working at least at the levels expected for their age.
Early literacy and social skills are taught especially well and many children are working
beyond the expected levels for their age by the end of the Early Years Foundation Stage.
School tracking data and work in pupils’ books show that a recent dip in attainment of pupils
at the end of Key Stage 1 in reading, writing, and mathematics has been dealt with;
progress is increasing and the attainment of pupils in Year 2 has returned to being above
average. Attainment at the end of Key Stage 2 remains above average, as it has been in
recent years. Pupils make the greatest progress at the end of each Key Stage
The school is successfully implementing strategies to raise standards further in English.
Pupils are provided with regular opportunities to write at length and many teachers enable
pupils to use their confident speaking and listening skills to rehearse and explore their
thinking before they begin to write. As a result, pupils’ writing skills have improved in most
year groups and gaps in achievement between reading and writing have narrowed. In Year
1, the school is not yet securely using the data available at the end of Reception Year to
build on the children’s good start in the Early Years Foundation Stage and this slows
progress. Assessment information is used well to provide targeted support for disabled
pupils and those with special educational needs, including those who access the resource
provision and, as a result, these pupils make good progress.
Lessons to promote pupils’ knowledge of phonics (letters and the sounds they make)
contribute well to developing pupils’ reading skills, particularly for younger pupils.
Throughout the school, pupils’ enjoyment of and interest in a variety of fiction and non-
fiction texts are evident. That is helping them reach above average attainment levels by the
end of Year 2 and Year 6.
Quality of teaching
Inspection evidence indicates that teaching is typically good throughout the school. It
confirms the positive views the vast majority of most parents and carers have of teaching in
Inspectors found strengths in all lessons observed. Teachers plan well and provide clear
explanations for pupils. The use of questioning skills to check pupils’ understanding and deal
with any misunderstandings is well developed. In the best lessons, teachers enable pupils to
move swiftly to independent or collaborative work and have high expectations about the
contribution pupils can make to their own learning. For example, Nursery children enjoyed
finding out for themselves the differences between light and dark, using torches excitedly in
the dim cave which had been created in the classroom. In less effective lessons, positive
features are less apparent. Teachers over-direct pupils’ learning, pupils’ confidence in their
learning is less secure, and the pace of learning slows. Marking has improved since the
previous inspection and more routinely identifies both achievements and next steps for
pupils. A particular strength in the most effective lessons is the contribution made by
teaching assistants. They are attentive to the personal and academic needs of all groups of
pupils, including disabled pupils and those with special educational needs.
The quality of teaching is strong in the resourced provision, where the manager and team of
support staff provide a highly individualised programme which meets the social, emotional,
and academic needs of each pupil effectively. That enables the pupils who access the
provision to be fully included when they attend mainstream lessons and to achieve as well
as they are able throughout the school day. Class teachers and resource-provision staff help
pupils with emotional difficulties to settle well and to feel safe in mainstream lessons. They,
sensitively, provide spaces which reduce the noise level and amount of bright lights and
colours which are present in large and busy classrooms.
Behaviour and safety of pupils
Pupils have good attitudes to learning and behave well in lessons. They are considerate to
one another and polite and courteous to adults. Pupils with communication and emotional
difficulties are valued members of the school community. Pupils feel listened to, take a great
pride in their school and enjoy the role they play in the local community. Parents, carers and
members of staff say that behaviour is good and inspectors agree with them. Pupils have a
good awareness of different types of bullying and understand how to keep themselves safe.
The e-safety rules for using modern technology are understood particularly well. Pupils
enjoy the range of activities provided on the playground and play well together. Older pupils
are considerate to younger ones and the training that the lunchtime supervisors have
received is supporting their management of behaviour during this period well.
Pupils play a full role in the life of the school and are eager to take on responsible roles like
that of Anti-Bullying Ambassadors. They are keen to talk about their school to visitors and
display a very mature approach to their duties. Recently, a number of pupils has been
interviewed by the Arts Mark and Green Flag award assessors. Records show that bullying
is rare and pupils say that if incidents occur they are dealt with quickly and firmly by the
adults. The school’s actions to promote regular attendance have brought about a noticeable
improvement. Attendance is above the national average and punctuality is good.
Leadership and management
The headteacher and acting headteacher have created a strong team ethos and established
a culture of high ambition for the school, which is shared by staff and governing body. The
supportive governing body is an increasingly effective critical friend to the school. The role
of the subject leaders has strengthened since the previous inspection and they have begun
to drive improvement initiatives forward. The tracking of pupils’ progress and target setting
are well established. Leaders monitor teaching through lesson observations, talking to
pupils, and looking at their work. However, that does not happen frequently enough or with
sufficient focus on pupils’ attainment to enable the leaders to form the clearest overview of
progress. Strategic planning is exceptionally detailed and very ambitious, but does not focus
sufficiently tightly on evaluating the key actions that will bring about further improvements
in teaching throughout all year groups. However, leaders know the school well and are
driving improvements forward and, taken together with the skills and talents of leaders, the
governing body and staff, this the school demonstrates that the school has good capacity to
The curriculum is good and promotes pupils’ learning and personal development well. It is
enriched by a range of opportunities for pupils to develop skills in sports, the arts, and a
modern foreign language. Planning is robust and promotes the teaching of basic literacy and
numeracy skills through other areas of the curriculum. A wide range of visits and themed
events linked to pupils’ interests is helping to motivate and engage learners. For example,
pupils were keen to talk about the Ambition Week, when they had had the opportunity to
think about their future careers and meet people from the world of work. The school is well
respected in the local community and links are strong. During the inspection, Year 4 pupils
were visiting the county show, where the school’s steel drum orchestra performed.
The school’s promotion of pupils’ spiritual, moral, social, and cultural development is
outstanding. Pupils’ awareness of the needs of others and respect for diversity and others’
faiths and cultures are encouraged through curriculum experiences and first-hand links with
schools in this country and abroad. Strong partnerships with local schools ensure a smooth
transition at all stages of pupils’ education. The majority of parents and carers say that they
are well informed about the work of the school. The Parents’ Forum, established by the
headteacher, is helping to shape the decision-making process in the school. It has recently
consulted on the format of the annual school report and the move to parent/carer e-mails
for general school communications and its views have brought about changes in these
The school has a strong tradition of promoting equality and tackling discrimination
effectively. The governing body has ensured that safeguarding arrangements are in line with
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that is |
good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school |
is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||9||55||28||8|
New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors
make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent judgements
that were made under the school inspection arrangements that were introduced on 1 September 2009. These
data are consistent with the latest published official statistics about maintained scho ol inspection outcomes
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special academy
converters and non-maintained special schools.
Percentages are rounded and do not always add up exactly to 100.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning and |
development taking account of their attainment.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Attendance||the regular attendance of pupils at school and in lessons, |
taking into account the school's efforts to encourage good
|Behaviour||how well pupils behave in lessons, with emphasis on their |
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
|Capacity to improve:||the proven ability of the school to continue improving based |
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
|Floor standards||the national minimum expectation of attainment and |
|Leadership and |
|the contribution of all the staff with responsibilities, not just |
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are developing
their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their inspection of
|Progress:||the rate at which pupils are learning in lessons and over |
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
|Safety||how safe pupils are in school, including in lessons; and their |
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
21 June 2012
Inspection of Wilmslow Grange Primary and Nursery School, Wilmslow,
Thank you for the warm welcome you gave the team when we visited your school.
You were all extremely friendly and helpful and we enjoyed finding out how you
were getting on with your learning. I should like to say a special ‘thank you’ to those
pupils who read to us, talked with us and showed us their work.
Your go to a good school. You behave well, are polite and helpful and keen to join in
the school activities. You said that you enjoy coming to school, learn a lot and that
teaching is good. Your parents and carers think so too and my colleagues and I
agree. Your teachers and teaching assistants know you well and help you learn well
in lessons and keep you safe in school. You get off to a good start in the Nursery
class and your school helps you reach above-average standards by the end of Year
6. Your attendance is improving and almost all of you attend school on time.
To help your school to improve even more, we have asked your headteacher and the
governing body to help all of you to make the best progress you can in every class.
To do this they will:
- check carefully that what they are doing to help you, including the teaching, is
really making a difference
- give you enough time in lessons to work independently and to practise what
you are learning
- help the children moving from the Reception class to Year 1 to settle quickly
and build on what they have learnt.
You can help by continuing to attend school regularly and always trying your very
best in lessons.