Welcome

Welcome to Dial Park Primary Nursery and 2 Year Old Provision

We cater for children aged from 2 years old to 11 years old in a beautiful setting where forest school and academic progress go hand in hand.

In February 2013 we were rated by OFSTED as a “Good” school.

In January 2017 we were again rated by OFSTED as a “Good” school.

Our Curriculum Intent

We deliver a curriculum that is chronological through space or time which enables the children to develop deep knowledge and understanding appropriate to their level of development. It is a clear, concise and progressive curriculum which is also enhanced by outdoor learning through Forest School. Role models are used throughout all subjects to promote aspiration for both now and in the future. Our curriculum is enhanced and supported by a nurturing, caring and inclusive environment.

Our values values are summed up through an acrostic of “Dial Park” and these are:

Discovery

Initiative

Awareness

Listening

Positivity

Acceptance

Relationships

Kindness

All of the above forms the intent for our whole school community. The poster below captures this. 

Our intent poster pdf

We can all sign the Makaton for these values along with many other words and songs. Every week we reward each other with certificates linked to these values. Eight children receive one of our “values” trophies. These children have their photo taken which is framed for the week and also placed on class DOJO for their families to share their success.

This website will show you what we are proud of, what we enjoy doing and will provide regular updated information for both parents and pupils.

We hope that you enjoy your visit to our website, and that you find any information you are looking for. Please feel free to contact the school direct with any queries you may have.

Thank you for visiting!

James Clark
Head Teacher

Our Curriculum

There is a separate section devoted to our curriculum but this pamphlet give a good start to the values and approaches that underpin it. 

Curriclum pamphlet PDF

Inclusion Quality Mark – Ambassador Status

We have been awarded the Inclusion Quality Mark Ambassador Status. 

Here is the report which we are very proud of. 

IQM Report Dial Park

Here is a movie of what makes Dial Park an inclusive school which we shared with the assessors during the day.

 

The following captures some of the things we are proud of

  • A film of our Nursery and 2 year olds provision. Nursery 1
  • We have restorative house captains who use restorative approaches in school. We use restorative approaches across the school to support positive relationships. Here is a film about it’s impact on pupils. Dial Park Restorative. This film  demonstrates how children support and take a lead in repairing and maintaining positive relationships in our school. RA film.
  • We use sign language (Makaton and BSL) to enhance communication with each other. We sign our school values and tell stories through signing linked to talk for writing. Miss Owen and Hayley run a sing and sign choir and post these films with the children for us all to use in assembly. https://www.youtube.com/channel/UCsD4UzTA8UqUXxaVepgJfnQ
  • We have a superb and well attended Breakfast Club!
  • Our Reception Class is open plan with its own separate outdoor play spaces. Reception Movie 
  • ECAR (every child a reader) has been embedded at school for a number of years and is a key intervention in helping children to read. We have a reading recovery teacher (Sadra Tomkinson) who works with children every day as a part of this. She is also our reading subject leader and ensures that reading scheme boos are up to date, accessible and well organised. She also ensures our library is well stocked and well used. Sandra regularly trains staff and volunteers to support better reading outcomes through improving reading lessons alongside targeted reading interventions. 
  • We prevent violent extremism and promote British values in a range of ways. Here is a film of our year 6 bid for local area flexibility funding where we presented at the Town Hall council chambers our bid for a community “restorative garden” British Values Democracy – Town Hall Area Flexibility Funding Bid Film .
  • We use the Chilli challenge to support differentiation throughout the school. 
  • From 2017 we have looked into different strategies for teaching and learning.  One approach has been to utilise integrated learning alongside direct teaching across the school dependent upon what is being taught and what supports best outcomes. We use challenge cards in EYFS and KS1 alongside structured in class small group learning. In KS2 we use the DIAL (Discovery, Initiative, Awareness, Listening) approach which clearly defines for children the type of learning they are engaged in and the expectation for each learning area. These also double up as our learning values and are rewarded against alongside our other values (Positivity, Acceptance, Relationships, Kindness). We aim to ensure that metacognition and depth and quality of questioning supports deeper thinking and learning. Alongside this we also use whole class directed teaching where appropriate with opportunities for retrieval of recent and distant learning to aid retention and support better outcomes. 
  • From September 2019 we have begun the process of teaching maths through the mastery approach. 2 Teachers (including our Maths leader) have been trained by the NCETM and have begun to teach wit this approach. We will then use their skills to train and roll out the approach to the rest of the school over 2019 and 2020. 
  • In order to build aspiration in our children in 2019 we named each of our rooms after a person who made a positive difference to the world. The rooms are deliberately diverse in order to help children have role models from a diverse cross section of the world. 

Documents and information

  • Our school focus diagram has been developed since 2013 when we had clear priorities to work towards from our OFSTED inspection. It has also been shaped through what our data and other sources of information tell us. It shows what we have embedded and are sustaining along with our latest school improvement priorities all underpinned by OFSTED recommendations on what we need to work on to aim for outstanding –  School focus 2019-2020 PDF
  • We have a clear INSET and Professional Development Meeting yearly calendar to ensure that we have training and opportunities for CPD which support whole school improvement. 
  • “Being The Best Teacher I Can Be”. We have forest school weekly for every class. This allows every teacher the opportunity to have extended CPD (In line with the “Standards For Professional Development” document DFE July 2016). We call this “Being The Best Teacher I Can Be”. Every teacher has a large, spiral bound book, which they use to capture their continuous professional development and share this with their link governor termly so that conversations around school improvement are maintained. In these sessions we have conducted a large number of school visits to learn new approaches and have strong links with local schools. Our staff are very good at finding out where best practise takes place in schools and then visiting those schools to improve our practise over time. We have professional pride in what we do but are not too proud to accept support and advice to “be the best teachers we can be”.
  • In order to build and maintain positive, productive relationships with our families every teacher conducts around 5 home visits every term. These are designed for parents and teachers to learn more about how we can work in partnership to support the best outcomes for every child. Families are chosen for visits through pupil progress meetings and meetings usually take place in the families home or can take place at school if the families wish.
  • Restorative Approaches – We are a restorative approaches showcase school and offer support and training to other schools in the Local Authority. This supports the prevent agenda and promotes British Values. We have a large team of Restorative House Captains who work on a rota to support whole school relationships. Staff and children have been trained in circles, the relationships triangle restorative-approaches-triangle-pdf (build, maintain and repair) and the To,With,Not,For ways of being to-not-for-with-pdf. The amount of lost teacher time for post playtime disputes which are now resolved by house captains has been reduced significantly. The level of emotional intelligence displayed by our children has been commented on by service providers within Stockport Family and others as being fabulous.  The headteacher is on the Restorative Approaches Stockport leadership group which meets termly and ensures that the whole of the Stockport Family of services maintains the restorative vision. The headteacher also works closely with Deborah Woodcock (Director of Operations for Stockport Family) and arranges visits for social workers into our school to see the impact of the Restorative Approach through school tours with RA house captains. Similarly our RA House Captains visit the Social Services offices bi-annually to learn more about how social workers protect children from neglect and families from challenging situations.                    This impact survey demonstrates how Restorative Approaches have supported the prevent agenda and relationships at our school. Restorative Approaches Impact Survey.
  • We are a part of “Team Around the School” (TAS) a pioneering, government grant funded local authority approach to delivering better support for children and families. It is underpinned by everyone following a “Restorative Approach” with the majority of staff across Stockport being trained. TAS involves 2 Family School Age Plus Workers and 2 Social Workers who meet at school every half term with the pastoral team and other service providers to discuss families and children that may need additional support. This supports our community in having Stockport Family specialists who know and understand the needs of our community and also supports a more rapid and “needs focussed” response to specific situations. It allows for focussed discussions around what may or may not meet a “neglect threshold” and supports safeguarding and prevent for our children and families. The Headteacher also sits on a Team Around the School Steering Panel which meets termly to support positive changes to the Stockport Family Service in its capacity for meeting schools, families and children’s needs.
  • We aim to focus on basic skills acceleration but also value highly opportunities for a well rounded curriculum. Here is and example of our timetable for forest school, gymnastics, invasions games, swimming, computing and dance – Timetable Spring PDF
  • Safeguarding our children and supporting families to intervene and support at the earliest point to avoid them entering into TAC or child protection is of the highest importance to us. In order to support this outcome we have a 3 day per week pastoral teacher and a full time released SENDCO who are both designated child protection lead trained. This gives us depth in decision making and allows us to really know our whole school and local community well.  We are also an Operation Encompass school and receive vital early intervention emails regarding domestic abuse or other child protection / negligence issues which allows the school teams to support children and their families rapidly. 
  • We have a 5 team structure in school where team leaders for Nursery, Reception, Key stage 1, Lower key stage 2 and Upper key stage 2  work closely together as a management team to improve outcomes. 
  • We take part in the schools linking programme to ensure that our children can learn about diversity and celebrate differences. 
  • We are situated on a unique campus where we share our site with a special school (Lisburne). We are named the SaP (Special and Primary) Collaboration. Lisburne have been judged as an Outstanding provider for a number of years. The Headteachers and Key governors meet to discuss campus issues and support each other through positive and challenging times such  as the expansion of Lisburne which was built on a large section of Dial Parks forest school site. Children with specific needs (such as able Lisburne mathematicians) take part in our  lessons, similarly when our children need additional support they attend specific sessions at Lisburne. We share a forest school site and the children from Lisburne and Dial Park play and learn together during their forest school sessions where appropriate.  Our school business managers also work closely together to provide best value.
  • In 2017 our headteacher was invited to complete the Stockport Associate Advisor training and is now utilised to support schools across the authority. This support ranges from mentoring new headteachers to supporting with whole school teaching and learning approaches. 
  • OFSTED 2017 FINAL

Shirley Clarke Approach, Alan Peat and Talk for Writing and sign and shine. 

Over the past 10 years we have developed our approaches to teaching. We have been using elements of the Shirley Clarke approach in our teaching and learning. Teachers watch each other teach and learn from each other through feedback around specific school improvement areas. In September 2016 this was enhanced to every teacher having around 2 hours per week for extended CPD through the “Being The Best Teacher I Can Be” programme. Teaching trios present what they have learned to governors at an annual celebration event. Since 2013 we have been working on the “chilli challenge” which aims to allow children to be more involved in choosing their own level of challenging work. We have also been working on the new curriculum, engaging parents and making links between subjects. We have worked with Alan Peat during the academic years 2014 – 2016. In 2018 we began work on talk for writing and sign and shine. This was Bourne out of teacher research into local schools who performed well and resulted in a new direction for writing linked to sign language which was a bolt on to our other earlier work with Alan Peat. All of the above has helped us to develop our approaches to teaching writing to great effect across the school. We are on a continuous journey of school improvement and use our local teaching school at Gatley, Our cluster schools in Offerton and our campus SaP (Special and Primary) schools to support us in this. In 2019 we began work on retrieval practice and memorisation skills.