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Pupils flourish at Avanti Park School. Staff nurture pupils and know them well. There are very high expectations of what pupils can achieve academically and of who they can become.
Pupils' achievements have improved rapidly in many areas of the curriculum.
Warm, friendly relationships underpin a calm and joyful atmosphere. Pupils are polite and considerate.
They listen attentively to their peers and to staff. Behaviour is exemplary. As a result, pupils learn without interruption.
They feel safe and happy at school. Attendance has improved significantly because pupils enjoy being at school.
Pupils have many opportunities to explore their pass...ions and interests, and to develop new ones.
Pupils take part in a multitude of clubs and trips. The school ensures that pupils with special educational needs and/or disabilities (SEND) or who are disadvantaged can take part. Those in the primary phase enjoy outdoor education as part of their curriculum.
All aspects of the curriculum develop pupils understanding of other cultures and of important concepts such as spirituality and equality. The school 'virtues' support pupils' character and moral development. Pupils are kind, thoughtful and eager to contribute within the school community and beyond.
What does the school do well and what does it need to do better?
The curriculum is broad and highly ambitious for all pupils. Staff understand exactly what pupils need to know and remember. They ensure that pupils recall important learning often and apply what they know.
Consequently, pupils remember what they have learned and build on this knowledge. The early years curriculum is broad and rich. It promotes a love of learning and prepares children well for key stage 1.
Teachers use their expert knowledge of the subjects that they teach to explain new learning clearly. They help pupils to link new content to what they already know. Teachers rapidly identify gaps in pupils' knowledge or skills.
They ensure that they revisit areas where pupils have not learned enough. Pupils, including those with SEND or pupils who are disadvantaged, have begun to know and remember more. However, pupils do not yet consistently achieve the best possible outcomes.
The quality of pupils' written work does not reflect what pupils know and can do. The curriculum is relatively new so pupils have not yet had time to fully learn all that leaders intend.
Children in the early years make a strong start with phonics.
The books they read help them to practise the sounds they know. Most learn to read quickly. Pupils who do not read well get precise support to improve their accuracy, fluency and comprehension.
Teachers take every opportunity to broaden pupils' vocabulary. The books chosen by the school help pupils to understand other cultures and diverse backgrounds.
Pupils are keen to do well.
They work hard, concentrate well and are eager to participate. Pupils persist with learning, even when they are finding it challenging. Children in the early years learn the routines and behaviours that will enable them to succeed.
Staff show pupils of all ages how to behave well, and how to respond if they have not met the high expectations of them. The school 'virtues' develop pupils' character in a way that contributes strongly to the excellent standards of behaviour.
Personal, social, health and economic education (PSHE) is highly valued by pupils.
They learn how to stay safe, including online, and how to protect their own mental and physical health. Discussions and debates enable pupils to share their opinions and hear the perspectives of others. Pupils are respectful and tolerant.
They enjoy learning about other faiths and taking part in festivals that celebrate other cultures.
High quality careers information begins from an early age. Pupils learn about different jobs and the options open to them when they finish school.
Those moving to upper school appreciate the support they get.
A plethora of leadership roles enable pupils to develop their sense of responsibility and contribute to the school. House captains, sports leaders, student council member, playleaders and reading ambassadors are positive role models.
Elections for these roles introduce pupils to the concept of democracy.
Leaders have made rapid and significant improvements, supported by the trust. Many pupils, staff and parents speak of the transformation of the school.
The school has been careful not to increase staff workloads while raising standards. Staff have the knowledge, confidence and time to perform their roles to a high standard as a result of leaders' actions.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The quality of pupils' written work does not always enable them to show all they know and can do. Consequently, pupils do not achieve as well as they could in all areas of the curriculum. The school needs to continue its work to improve pupils' writing so that their work better reflects the high-quality curriculum that they learn.
