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Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Prestwich Preparatory School.
| Name | Prestwich Preparatory School | ||
| Website | http://www.prestwichprepschool.net | ||
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| Headteacher | Miss Patricia Shiels | ||
| Address | 400 Bury Old Road, Prestwich, Manchester, M25 1PZ | ||
| Phone Number | 01617731223 | ||
| Phase | Independent | ||
| Type | Other independent school | ||
| Age Range | 2-11 | ||
| Religious Character | None | ||
| Gender | Mixed | ||
| Number of Pupils | 56 (48.2% boys 51.8% girls) | ||
| Local Authority | Bury | ||
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What is it like to attend this school? Pupils have a strong sense of pride about being part of the Prestwich family. Leaders have successfully created an environment which encourages pupils to be kind, friendly, motivated and independent. Pupils are happy at school. Leaders expect pupils to achieve well. Children in the early years meet these expectations because the early years curriculum supports children well in their learning. Most pupils are successful at gaining places at local grammar schools for their secondary education. However, the curriculums in many subjects in key stages 1 and 2 do not provide pupils with the essential knowledge that they need to know. Leaders do not make sure that these pupils build on the secure start that they made in the early years. Pupils with special educational needs and/or disabilities (SEND) are not well served at this school. Their needs are not accurately identified or assessed. Their barriers to learning are not reduced sufficiently to ensure that they achieve as well as they could. Leaders have high expectations of pupils’ behaviour. Pupils behave well. They are attentive in lessons. Pupils are thoughtful and courteous to each other. Relationships between staff and pupils are warm and respectful. Pupils feel safe because they are confident that staff will help them if needed. Any instances of bullying are dealt with effectively. Pupils make an important contribution to school life through the responsibilities that they take on. For example, pupils are prefects, house captains and representatives on the school’s charity and eco-committees. What does the school do well and what does it need to do better? Leaders have begun to improve the quality of education that pupils receive. However, much of this work is new. The curriculums for many subjects are not well designed. In these subjects, leaders have not defined what they want pupils to know or the order that learning should take place. Pupils do not build a deep body of knowledge across a range of subjects. That said, most Year 6 pupils are successful at the grammar school entrance examinations. In contrast, leaders have created an effective curriculum for children in the early years. Leaders have thought carefully about what they want children to learn across the curriculum. Children in the early years are well prepared for their next steps. In key stages 1 and 2, teachers do not have the knowledge or confidence to teach some subjects effectively. In part, this is because the curriculum does not offer sufficient guidance. However, some teachers also lack the subject-specific expertise to explain new learning confidently and clearly. Teachers use assessment information to devise lesson activities. They revisit and recap learning when they identify that pupils have developed misconceptions or have gaps in their understanding. Reading is extremely important in this school. Pupils have access to a rich and varied selection of books. Regular story times support pupils to develop a love of reading. Pupils said that reading provides them with lots of new knowledge and improves their vocabulary. Children get off to a good start with learning to read in the early years. They enjoy sharing books, singing songs and rhymes and listening to stories. Children in the Reception Year learn letters and sounds and how to blend them together to read and spell words. Adults in the early years, and key stage 1, are knowledgeable in the teaching of early reading. Pupils who find reading more difficult are well supported by adults. This helps these pupils to catch up quickly. Most pupils learn to read with fluency and confidence by the end of Year 2. Staff build strong and trusting relationships with the two- and three-year-old children. This, along with well-thought-out activities, enables these children to get off to a strong start. Staff successfully encourage the youngest children to count, play, explore their environment and enjoy the stories that they hear. Apart from in the early years, where communication and language screenings are routinely completed, the identification of the needs of pupils with SEND is weak. There is a limited range of assessments available for leaders and teachers to draw on. In addition, there is minimal involvement with outside agencies. This prevents leaders and teachers from identifying pupils’ needs and barriers to learning. There are some pupils whose additional needs are missed completely. Pupils are polite and respectful. They listen attentively to their teachers. They are very motivated to do well in school. Lessons are very rarely disrupted by poor behaviour. Leaders successfully prioritise pupils’ personal development. Staff provide pupils with rich opportunities to live out the school’s values. Pupils are encouraged to use their own initiative, be self-motivated and grow in independence. Older pupils are always ready to give a helping hand to their younger peers in the playground and around school. The proprietor body has not ensured that the school complies with the independent school standards (the standards). There are a number of unmet standards in relation to the quality of education, welfare, health and safety and leadership and management. Leaders do not consistently record behaviour incidents as accurately as they should to allow them to spot any patterns or trends in behaviour. The proprietor body has ensured that the school is suitably maintained, clean and appropriately resourced. There is outdoor space for pupils to get fresh air at breaktimes. The outdoor space is also suitable for physical education sessions. Leaders have ensured that they comply with health and safety requirements and that there are adequate risk assessments in place. They ensure compliance with fire safety regulations. The school’s website has all the required information to keep parents and carers informed. Policies are also available to parents and others on request. The school has a policy that sets out clearly the school’s procedures for dealing with any complaints. Leaders have a suitable plan in place that describes how pupils with a disability can take part fully in the school’s curriculum. The proprietor body does not carry out its role effectively. It does not ensure that it has strategic oversight of the work of the school. It does not provide effective challenge and support to school leaders. School leaders are required to fulfil a significant number of key roles within the school, including governance. Leaders do not have the capacity to carry out their roles and responsibilities effectively. Consequently, there has been a decline in the school’s effectiveness. During the inspection, leaders were given the opportunity to make minor changes to ensure that policies complied with the standards. Despite this, a number of standards remain unmet regarding the quality of education and behaviour management. Staff enjoy working at the school. They feel well supported by leaders, including in managing their workload. Safeguarding The arrangements for safeguarding are effective. The up-to-date safeguarding policy complies with statutory guidance. This policy is published on the school’s website. Leaders and staff are appropriately trained to identify signs that pupils may be at risk of harm. Staff report and record any concerns that they may have about the well-being and safety of pupils. Leaders are appropriate advocates for all pupils, including vulnerable pupils and their families. Leaders engage well with external agencies when needed. Where safeguarding needs are identified, leaders help pupils and their families to get the help and support that they need. Pupils learn how to keep themselves safe. Pupils know what to do if they have a concern about any aspect of their safety and well-being. Staff teach pupils about different risks in a way that is age-appropriate and sensitive. This includes how pupils should deal with any inappropriate content on social media or the internet. What does the school need to do to improve? (Information for the school and proprietor) ? In many subjects, leaders have not considered what pupils should learn. This hinders pupils from achieving as well as they should. Leaders should finalise the curriculum content to ensure that teachers know exactly what knowledge pupils must learn and when they should learn it. ? In some subjects, adults do not have sufficient subject knowledge to deliver the curriculum well. Where this is the case, pupils do not learn as well as they should. Leaders must ensure that teachers have the training and support that they need so that they deliver the curriculum well. ? Some pupils with SEND do not have their needs identified, assessed and met effectively. These pupils do not achieve well. Leaders should ensure that pupils’ additional needs are identified, assessed and met accurately and quickly. ? Leaders do not keep accurate records of behaviour incidents. Consequently, leaders miss opportunities to identify trends in pupils’ behaviour. Leaders should ensure that they keep and use up-to-date and accurate records. ? The proprietor body does not have sufficient oversight of the school. As a result, the school’s overall effectiveness has declined since the previous inspection. Pupils’ overall achievement is low and a number of the standards are unmet. The proprietor body must carry out its duties effectively so that leaders are held to account for the school’s performance. They must ensure that leaders fulfil their statutory responsibilities, meet the standards and improve the quality of education at the school. |
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