|Name||Dane Bank Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 May 2015|
|Address||Thornley Lane South, Reddish, Stockport, Cheshire, SK5 6QG|
|Religious Character||Does Not Apply|
|Number of Pupils||239 (44% boys 56% girls)|
|Number of Pupils per Teacher||23.5|
|Percentage Free School Meals||12.7%|
|Percentage English is Not First Language||3.8%|
Information about this school
The school is smaller than the average-sized primary school. The proportion of disadvantaged pupils supported by the pupil premium (additional government funding the school receives for pupils known to be eligible for free school meals or who are looked after by the local authority) is above the national average. Most pupils are of White British heritage. The proportion of disabled pupils and those who have special educational needs is below the national average. Early years provision is full time for children in the Reception Year and part time for those in the Nursery. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. The school is led well by a dedicated headteacher and deputy headteacher who motivate and inspire all staff and governors. As a result the quality of teaching, pupils’ achievement and pupils’ attitudes to learning are rapidly improving. The governors know the school well and provide a good level of challenge and support to the senior leadership team. The school effectively promotes British values. Tolerance and respect thread through all aspects of the school’s curriculum. Overall, teaching is good with some that is outstanding especially in Year 6. The positive climate for learning, and well-planned activities, capture the interests of pupils and help them to learn well. Parents are exceptionally supportive of the school. Achievement is good overall. All groups of pupils now make good and better progress from their starting points in reading, writing and mathematics. Disadvantaged pupils, disabled pupils and those who have special educational needs, receive consistently good support which enables them to achieve well. Attainment at the end of Year 6 is improving over time and is now above national standards for reading, writing and mathematics. Pupils behave well in lessons and around the school. They enjoy school and feel safe while they are there. Pupils’ politeness and good manners help to make the school a welcoming place. Children in the early years make good progress because the teaching they receive is good and sometimes outstanding. They are well prepared for the step-up to learning in Year 1. It is not yet an outstanding school because : Pupils do not have enough opportunities to apply their mathematical skills in problem-solving contexts to deepen their mathematical thinking. Not all middle leaders play a full part in driving improvements in the quality of teaching and the achievement of pupils in their areas of responsibility. Teacher’s marking and feedback does not always reflect the school’s own policy to help pupils make even further progress. A small amount of teaching is not consistently good and the outstanding practice in the school is not shared widely enough across the school.