Propps Hall Junior Infant and Nursery School

About Propps Hall Junior Infant and Nursery School Browse Features

Propps Hall Junior Infant and Nursery School


Name Propps Hall Junior Infant and Nursery School
Website http://www.proppshall.oldham.sch.uk
Ofsted Inspection Rating Outstanding
Address Propps Hall Drive, Failsworth, Manchester, M35 0ND
Phone Number 01617708400
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 235 (45.5% boys 54.5% girls)
Number of Pupils per Teacher 20.0
Local Authority Oldham
Percentage Free School Meals 24.5%
Percentage English is Not First Language 3%
Persisitent Absence 10.4%
Pupils with SEN Support 4.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (04 July 2017)
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Information about this school

The school meets requirements on the publication of specified information on its website. The school is smaller than the average primary school. It is part of ‘The Ivory’ federation, which also includes Springhead Infant and Nursery School. The headteacher is the executive headteacher for both schools. The headteacher is also a local leader of education and supports other schools locally as a school improvement partner. The proportion of disadvantaged pupils supported by the pupil premium is above average. The proportions of pupils who receive support for special educational needs and who have a statement or an education, health and care plan are below average. The proportion of pupils from minority ethnic groups is below average. A very small minority speak English as an additional language. Provision in the early years is a part-time Nursery class and a Reception class. The school provides a before- and after-school club, which is managed by the governing body. The school meets the government’s floor standard, which is the minimum expectation for pupils’ achievement in English and mathematics at the end of Year 6.

Summary of key findings for parents and pupils

This is an outstanding school The headteacher is inspirational. She is supported by a highly skilled deputy and leadership team and motivated staff. In this exceptionally innovative and successful school, staff work together to give pupils an outstanding education from the start. The school is a wonderland for children. Classrooms are enchanting places to learn. Themed rooms such as the woodland, space and ocean rooms are stimulating settings for further learning. The broad and rich curriculum supports pupils to make outstanding progress in all subjects. Pupils’ work in art, design and technology and foundation subjects is of high quality. Classrooms are superbly organised and resourced. Pupils learn independence and enjoy reasoning and solving problems at the ‘investigation stations’. They read widely in the inviting reading corners. Outstanding teaching fosters a love of learning. Exciting activities fire pupils’ imagination, challenge their thinking and deepen their understanding of the world. Exceptional provision in the early years supports children to make excellent progress from their various starting points. Their joy in learning is evident in all that they do. Pupils of all abilities build on their skills with great success as they move through school. They currently attain above-average standards in reading, writing and mathematics assessments at the end of key stages 1 and 2. Pupils’ personal skills are developed exceptionally well in all subjects. Pupils use their initiative and make an excellent contribution to the running of the school. Pupils feel and are safe. Their behaviour is exemplary and bullying is unknown. Leaders at all levels make a telling contribution to continuous improvement. Their incisive checks on teaching and pupils’ progress ensure that best practice is shared and improvements are made where needed. Governors provide highly effective support and challenge to leaders. They are skilled, knowledgeable and ambitious for pupils. Leaders and governors are constantly reviewing the school’s effectiveness and pupils’ progress. They have identified that pupils’ spelling and handwriting skills lag behind the in-depth content of their writing. There is strong capacity within the school to sustain the outstanding provision and great enthusiasm to do so.