Schools & FE · Report card

Park View Primary School

Inspected 23 Jun 2026 · published 9 Sept 2026 · URN 149934

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Summary

No overall grade in this frameworkSafeguarding met

Dianne Holcroft (lead), Jackie Stillings, Sarah Midgley, Sarah Price

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
23 Jun 2026
Inspectors verified
Dianne Holcroft, Jackie Stillings, Sarah Midgley, Sarah Price
Postcode verified
M25 1FA
Name on report verified
Park View Primary School
Safeguarding verified
Met
URN verified
149934

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+74Very positivemore positive than 51% of reports of this type

In line with other reports of this type.

Praisepositivehappyeffectiveeffectivelypositivelyfeel safesecure knowledgesuccessfully

Criticismconcernstoo lowpersistent absencegaps

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1507w+75
Leadership254w+64
Safeguarding51w−11
What needs to improve77w+54

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,889; about usual (typical 1698)
Reading level: Fairly hard; Flesch 52, typical 43
Average sentence: 13 words
Next steps: 4; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 35%

Full report text

Park View Primary School

Address: Park View Road, Prestwich, Manchester, M25 1FA Unique reference number (URN): 149934

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Leaders make sure that pupils typically build secure knowledge and skills from the early years onwards. Pupils' attainment in national tests at the end of Year 6 is generally in line with national figures. In some areas, it has improved over time. Pupils leave Year 6 prepared well for the next stage of their education.

p.2

Achievement Expected standard

Across the school, most pupils build their knowledge and skills well over time. They take pride in their work and successfully develop their writing. The work that pupils produce shows progress across the curriculum. Pupils with special educational needs and/or disabilities make secure progress from their starting points and are well supported.

p.2

Achievement Expected standard

Disadvantaged pupils do not achieve as well as other pupils, particularly in reading and mathematics. Leaders have taken decisive action and this is beginning to make a difference. However, the full impact of this work is not evident in published results.

p.2

Attendance and behaviour Expected standard

Leaders make attendance a priority. They check pupils' attendance carefully and respond quickly to any changes. Leaders begin by supporting families, which helps to build positive relationships with parents and carers. When attendance risks falling too low, leaders take timely action, including providing support and challenge to families. This approach is having a positive impact. Overall, pupils’ attendance is close to the national average and improving. Persistent absence is higher for pupils who are disadvantaged and for those with special educational needs and/or disabilities. Leaders are taking effective action to reduce these differences.

p.2

Attendance and behaviour Expected standard

Leaders have built an effective approach to behaviour, with positive relationships at its core. Staff apply the school’s routines and expectations consistently. Lessons are typically calm, and pupils learn without disruption. At times, a few pupils lose focus when activities are not as well matched to their needs as they could be. Staff usually re-engage these pupils quickly so that learning is not affected for long. Some pupils need a different approach and staff support them well. Pupils treat each other with respect. Bullying is rare, and staff deal with any unkindness quickly.

p.2

Curriculum and teaching Expected standard

Leaders have acted swiftly to improve the curriculum and teaching since September. They understand clearly what needs to improve. Leaders have redesigned the curriculum so that it is clearer and helps pupils build their knowledge over time. Teachers use a range of resources, including digital tools, to support pupils’ learning and help them engage more effectively. Leaders use assessment information to identify pupils' strengths and their next steps in learning. This work is recent and its impact is not fully embedded.

p.2

Curriculum and teaching Expected standard

Leaders have put in place a clear approach to teaching writing, which is helping pupils to build knowledge from the earliest stages. Staff are becoming more confident in the teaching of writing, for example by teaching key features such as capital letters and full stops. Handwriting is also being developed and is beginning to show rapid improvement across the school.

p.2

Curriculum and teaching Expected standard

Teachers adapt their teaching for pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. These adaptations often help pupils to successfully engage with their learning. Across the school, teachers establish clear routines and expectations for learning. Pupils respond positively and engage well in lessons. This supports them to build knowledge securely.

p.3

Early years Expected standard

Leaders make sure that the early years curriculum prepares children well for their future learning. Staff create a happy environment where children build friendships and develop positive relationships. Staff visit other settings and the homes of children starting in the nursery, so that they understand their needs. The needs of children with special educational needs and/or disabilities are understood well.

p.3

Early years Expected standard

Leaders plan a curriculum that balances play with structured sessions led by staff. These sessions help children to build the early skills and knowledge they need. Reading is prioritised from the start. Children learn letters and sounds quickly through the phonics programme. A recent focus on early writing and letter formation is starting to prepare children well for the next stage.

p.3

Early years Expected standard

Children take part in activities that help them practise and develop their skills. Staff talk with children throughout the day and support their language development effectively, including for those who speak English as an additional language. As a result, children grow in confidence and engage well with staff and with each other. However, some activities do not extend children's learning as much as they could. Leaders recognise this and are taking steps to improve it.

p.3

Inclusion Expected standard

Leaders know pupils well and understand the barriers that some of them face. They draw on a range of information to identify pupils' needs, including their social, emotional and mental health needs. Leaders assess pupils' needs appropriately and monitor them over time. As a result, pupils receive support that helps them to access their learning. Leaders also work with external services and agencies to provide joined-up support for pupils who are known to the local authority, so that they can take part in school life and make progress in their learning.

p.3

Inclusion Expected standard

Leaders have taken steps to make the curriculum suitable for all pupils. Pupils with special educational needs and/or disabilities and those who are disadvantaged generally make progress from their starting points. Teachers adapt lessons using approaches such as visual aids and additional adult support. Staff are trained to recognise when pupils need help and respond swiftly to this.

p.3

Inclusion Expected standard

The school receives additional funding to support disadvantaged pupils. Leaders use this funding to support pupils' learning and to widen their experiences. While this is beginning to make a difference, some gaps in learning between disadvantaged pupils and their peers remain.

p.3

Leadership and governance Expected standard

Leaders have been at the school for a relatively short time. During this period, they have developed a clear understanding of the community they serve. They pay particular attention to pupils who are disadvantaged, those with special educational needs and/or disabilities and those who face barriers to their learning. They ensure that these pupils are included in all that the school offers and make progress. Since September, leaders have taken appropriate action to improve different aspects of the school's work. For example, they have developed the curriculum so that it is more coherent and better supports pupils' learning.

p.4

Leadership and governance Expected standard

The school is part of a trust, which shares responsibility for its work. Those responsible for governance understand their strategic role and meet their statutory duties. They provide both support and challenge for leaders and think carefully about the school's future direction. The trust is building local governance capacity in a measured way.

p.4

Leadership and governance Expected standard

Leaders provide staff with well-considered professional learning. Teachers at all stages of their careers, including early career teachers, value these opportunities. For example, staff speak positively about recent training on teaching strategies and the use of artificial intelligence to support learning. Leaders work with other professionals and across the trust to provide support when needed. Staff value the way leaders consider their workload and wellbeing.

p.4

Leadership and governance Expected standard

Parents and carers are supportive of the school. They value the relationships and care provided by staff. Most parents say that their children are happy and would recommend the school. They recognise the improvements that leaders are making.

p.4

Personal development and wellbeing Expected standard

Leaders give pupils' personal development a high priority. The personal, social, health and economic education programme helps pupils to build their understanding well over time. Pupils talk confidently about how to keep themselves safe and happy, both in school and beyond. They learn about a healthy mind, understand different emotions and can explain how they feel. Pupils also learn about risks to their wellbeing, including when online, so they understand how to keep themselves safe.

p.4

Personal development and wellbeing Expected standard

Pupils understand that families and relationships may be different from their own. Staff teach pupils to be kind and to respect others. Pupils talk about fairness and show a clear sense of right and wrong. They learn about different cultures and beliefs. They have an understanding of fundamental British values that is matched to their age. Some aspects of this knowledge are still developing. Overall, pupils gain the knowledge they need for life in modern Britain.

p.4

Personal development and wellbeing Expected standard

The school provides a wide range of experiences, including opportunities in the local community. For example, pupils worked with an artist on a project shown in a local gallery. Parents and carers were invited to attend. Year 6 pupils visit secondary schools to help them prepare for the next stage. Pupils also plan and cook desserts as part of their design and technology work. The school council gives pupils a meaningful voice. Pupils suggest ideas and raise money for charity.

p.4

Personal development and wellbeing Expected standard

Pastoral support is effective. For example, staff provide sensitive bereavement support when needed. Staff support pupils with additional needs carefully and ensure that pupils have trusted adults to turn to. The school provides calm spaces, sensory areas, brain breaks and soft starts. A trained pastoral team supports pupils who need extra help with their wellbeing.

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