Park High School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations of pupils. However, the current day-to-day experiences of some pupils are variable. Leaders are taking appropriate steps to address this.

When teachers present new subject content clearly and use the school's behaviour system effectively, pupils achieve well across a range of subjects. This is typically the experience of students in the sixth form. However, this is not routinely the case for some pupils in Years 7 to 11.

As a result, these pupils do not develop secure knowledge of subjects and their learning is disrupted by the behaviour of others in some classes.

Pupils are safe and happy. If any bullying takes place, leaders a...nd staff deal with it effectively.

In the sixth form, students are mature and respectful. However, at times, some pupils in Years 7 to 11 do not speak to each other with respect.

Pupils take part in a range of extra-curricular activities and educational visits.

For example, they enjoy playing sports or taking part in school plays. To prepare for university or for their future careers, some students in the sixth form complete a qualification to extend and develop their knowledge beyond the A-level curriculum.

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

Subject leaders are knowledgeable.

They have planned a well-ordered curriculum that helps pupils to develop their knowledge of subjects from Year 7 to Year 13. If a subject is not offered in the sixth form, leaders arrange for students to study it in another school within the sixth-form partnership. This means that students can study a wide range of subjects and qualifications.

Pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers. There is appropriate help in place to support pupils who are weaker readers and need to build reading fluency and confidence.

In Years 7 and 8, all pupils study the full range of subjects of the national curriculum.

However, leaders have not given sufficient time to teach an ambitious curriculum in every subject during this time. For example, pupils in Years 7 and 8 do not have enough time to learn and consolidate knowledge in music.

In the sixth form, pupils are well-supported by subject experts to learn the curriculum.

However, the success with which teachers enable pupils in Years 7 to 11 to understand key concepts is uneven. For example, new information is not routinely presented clearly enough. The use made of assessment information is also variable.

Leaders typically check whether pupils have learned key skills and knowledge. For example, in science, key practical skills and vocabulary are regularly assessed. However, across subjects assessment is not consistently used to inform teaching or pupils' learning.

Pupils' behaviour in lessons and around the school is uneven. The behaviour of some pupils hinders the learning of others and makes it difficult for teachers to teach. Leaders are taking steps to address this behaviour.

In January this year for example, they introduced a simplified behaviour system. However, this behaviour system is not being implemented consistently by all staff.

Leaders have planned an ambitious personal, social, health, citizenship and economic education curriculum for pupils in Years 7 to 13.

This promotes pupils' knowledge of important areas such as healthy relationships and democracy. Pupils enjoy these lessons. There is a carefully planned careers programme in place to support pupils with their next steps.

This includes external speakers as well as one-to-one careers guidance for pupils. In the sixth form, students are well supported with applications to universities and apprenticeships. The vast majority of sixth-form students go on to attend university.

Across the school, there are a range of extra-curricular activities. These activities are organised around three themes: 'mind, body and soul' in the sixth form. However, leaders do not currently monitor which pupils take up these opportunities.

This means that they do not know who does and who does not benefit from this extra-curricular offer.

Leaders are taking appropriate steps to move the school forward. They have identified key areas that need to improve and have made several recent appointments to deliver key priorities.

Some of this work has been delayed because of the COVID-19 pandemic. Members of the governing body play an important role in supporting leaders with aspects such as finance and resources. However, they have an insufficiently strategic role in challenging and supporting leaders to improve the quality of education and behaviour.

Staff feel well supported by leaders. This includes early career teachers who particularly value the help they get from mentors and heads of department. Staff enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

Staff across the school know how to report any concerns about individual pupils. Leaders respond quickly to keep pupils safe should any safeguarding issues arise.

They work successfully with external agencies and secure the necessary support for pupils in school. However, leaders currently record low-level safeguarding concerns in multiple places. This means that it is not easy for senior leaders and governors to check that safeguarding concerns are followed up appropriately.

Pupils are encouraged to keep themselves safe. This includes learning how to keep safe online and what healthy relationships look like.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers and leaders do not use assessment routinely well to identify and address gaps in pupils' knowledge, errors or misconceptions in their work.

Leaders should ensure that assessment is used appropriately across all subject areas so that it informs teaching and helps pupils to learn and remember the curriculum. ? Not all teachers apply the school's behaviour system consistently and as a result, pupils' behaviour disrupts learning in some lessons. Leaders should support all staff to apply the school's behaviour system consistently and fairly.

• Leaders currently keep records of low-level safeguarding concerns in multiple places. This means that it is difficult for senior leaders and governors to check that records are up to date and all actions have been followed up. Leaders should ensure that there is a clear system in place for recording and monitoring low-level safeguarding concerns.