Victoria Park Junior School

Name Victoria Park Junior School
Ofsted Inspection Rating Outstanding
Inspection Date 01 October 2013
Address Davyhulme Road East, Stretford, Manchester, M32 0XZ
Phone Number 01619125005
Type Primary
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 249 (46% boys 54% girls)
Number of Pupils per Teacher 22.8
Local Authority Trafford
Percentage Free School Meals 16.5%
Percentage English is Not First Language 29.3%
Persisitent Absence 6%
Pupils with SEN Support 18.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

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.

Summary of key findings for parents and pupils

This is an outstanding school. Standards in English and mathematics have been significantly above average for the past five years. An above average proportion of pupils are achieving the highest levels in these key subjects. Outstanding teaching over time results in pupils making rapid gains in their learning. Teachers are highly skilled at using questioning to effectively stimulate pupils’ curiosity and understanding about the world around them. Teachers’ excellent subject knowledge, high expectations and well-planned lessons enable pupils, particularly the most-able, to make rapid progress. Pupils thoroughly enjoy learning and are willing to take part in all of the activities. Attendance has significantly improved as pupils love coming to school. Parents say, ’my children cannot wait to get here.’ Behaviour is exemplary. Pupils feel extremely safe in the school. They come from different backgrounds but play and get on exceptionally well together. The governing body successfully ensured that 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. Senior leaders have rigorous and robust systems for monitoring the quality of teaching and learning but the subject leaders are in the early stages of doing this for their subjects. The curriculum is stimulating and provides pupils with rich experiences that are highly effective in promoting pupils’ spiritual, moral, social and cultural development. Senior leaders, in partnership with the 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.