Outwood Primary Academy Park Hill

Highlights from Latest Inspection

What is it like to attend this school?

Staff and pupils celebrate the rich cultural diversity in school life at Outwood Park Hill. More than half of pupils are new to learning English as an additional language.

They speak more than 30 languages between them. Several members of staff are multilingual. Many of these staff speak English as an additional language.

They provide valuable support to pupils, parents and carers in their first languages.

Standards of attainment are rising at Park Hill. Pupils are happy and thriving.

Behaviour has improved markedly because staff implement the school's behaviour policy consistently. There is very little bullying. Occasionally, there are disputes abou...t football at breaktimes.

Otherwise, pupils are overwhelmingly kind to each other.

Leaders want the best for each pupil. Pupils are prepared well for moving on to key stage 3.

Most pupils transfer to a secondary school within the same multi-academy trust. Staff in both schools work together closely to support pupils and their families.

Leaders teach pupils about becoming good citizens.

Teachers prepare pupils well for adult life. Pupils take annual pledges that focus on health, citizenship or environmental awareness. Pupils gather evidence of their learning and experience of each pledge.

To acknowledge this achievement, leaders award 'The Outwood Diploma' to successful pupils at the end of each key stage.

What does the school do well and what does it need to do better?

Children in the early years have settled quickly since they started school last week. Teachers set clear expectations and establish sensible routines.

As a result, even the youngest children listen attentively and take turns.

Staff assess children's phonics knowledge straight away. Teachers give some children extra help in 'strong start to Reception' groups.

Teachers stick each day's letter onto children's sweatshirts. Throughout the day, staff around school ask children about this letter and the sounds it can make. This helps children to remember what they have learned.

The curriculum for reading is effective. Pupils, building on the firm foundations laid in the early years, make good progress in key stage 1. Recently, leaders asked key stage 2 pupils what they thought about the range of books on offer in the school's library.

Pupils asked for more choice, including books set in different cultures. Leaders listened and acted. Pupils now enjoy reading about more diverse characters.

This helps pupils to feel proud of their cultural heritage.

Many pupils achieve well in other subjects. Pupils enjoy learning, so poor behaviour hardly ever disrupts lessons.

The multi-academy trust's executive leaders designed the curriculum for all schools. The school's leaders and teachers adapt the trust's curriculum plans for Park Hill's unique context. The trust's plans reduce teachers' workload.

The curriculum is implemented well in some subjects. For example, teachers use assessment information skilfully in mathematics to identify gaps in pupils' knowledge. Teachers notice which pupils are struggling.

Teachers give these pupils useful reminders. This helps pupils to get the most out of each lesson. However, this is not always the case in other subjects.

Leaders recently introduced assessments in subjects, such as history and geography. Teachers record each pupil's learning in assessment booklets for each subject. Some teachers do not look back at these booklets to check pupils' understanding.

They do not adapt the curriculum plan well enough. For example, in art and design some pupils struggle with shading. Pupils need more time to recap different shading skills.

Some teachers press on in art lessons, without giving pupils the time they need to practise their shading skills.

Teachers use assessment precisely in English and mathematics to plan learning for pupils with special educational needs and/or disabilities (SEND). They are skilful at identifying pupils with SEND quickly.

Leaders train staff well. Consequently, staff provide the right support for pupils with SEND. This helps pupils with SEND to make good progress from their individual starting points.

Most parents are very happy with the quality of education on offer. A small number of parents feel that their complaints are not dealt with well. Governors expect leaders to resolve parents' concerns fully.

Governors regularly challenge leaders to check that this is happening.

Trustees, the trust's leaders and the school's governors work together well. Governors are challenging leaders to improve pupils' attendance.

The designated safeguarding lead (DSL) and attendance officer work with parents to reduce pupils' persistent absence. Leaders visit absent pupils at home to offer support, including providing transport to school. As a result, attendance is improving overall.

However, a few pupils miss school far too often. These pupils are not achieving as well as they could because of their frequent absences.

Leaders, including governors, are passionate about equality.

Pupils learn about the protected characteristics. Local elderly citizens are invited into school to speak to pupils about their experiences and memories. This helps pupils to be respectful of older people.

Pupils in Year 6 debate equal rights to marriage and civil partnerships. There is an ethos of respect for different cultures throughout the school. As leaders say, 'we all smile in the same language.'



Safeguarding

The arrangements for safeguarding are effective.

Trustees have increased the training provided for the school's new governors at the point of induction. School leaders ensure that all staff are well trained.

Leaders prioritise safeguarding training in the induction plans for early career teachers.

Leaders make sure that all staff and volunteers are suitable to work with children.

The DSL follows up any concerns about pupils quickly.

Leaders act immediately to refer to other safeguarding and child protection professionals, if needed.

Staff teach pupils how to keep themselves safe. This includes discussing consent in ways that are appropriate for pupils' age and understanding.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not use assessment well enough to inform teaching in the foundation subjects. As a result, some pupils are given insufficient opportunities to revisit prior learning or practise new skills. Leaders should ensure that teachers use assessment to check pupils' understanding and embed prior learning, so that pupils use their learned knowledge and skills fluently.

• Some pupils do not attend school regularly. The rate of persistent absence is too high. Leaders should continue to work with parents to improve pupils' attendance.