Park High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and students in the sixth form, at Park High are welcoming and polite to visitors. They show respect to the adults who work with them and consideration towards each other.

They understand and embody the school's 'character virtues' of curiosity, integrity, resilience, teamwork and compassion. They are helped to be the best version of themselves and expected to achieve well, which most do.

Pupils are kept safe.

They can identify trusted adults and know who to go to for help if they need it. A small number of pupils say bullying happens, but staff are effective at helping to resolve it swiftly.

Pupils say this is a place where everyone is welco...me and included.

They are proud of the diversity at the school and how differences are celebrated. Pupils learn about different faiths and cultures through dedicated lessons, tutor time, cultural events and festivals.

Pupils are grateful for all the opportunities the school provides for them to develop their confidence, talents and interests.

These include music lessons, a range of sporting fixtures and training, team-building activities and visits to the theatre and museums. There are lots of opportunities to take on responsible roles, such as being 'character ambassadors' or reading with younger pupils.

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

The school has ensured that pupils access a curriculum that matches the breadth and ambition of what is expected nationally.

In the sixth form, students have access to a broad range of subjects and qualifications. This is provided on site and through a sixth-form partnership in the local area.

The curriculum in each subject is well designed and coherently structured so that pupils learn the knowledge they need.

For example, in music, pupils learn to play simple five note pieces with their right hand before adding in a left-hand accompaniment. Older pupils build on this knowledge when performing more complex pieces incorporating flat and sharp notes on the keyboard. Similarly, in computer science, younger pupils develop their understanding of programming language and commands.

This helps them to tackle more complex programming as they move through the curriculum.

Emphasis is placed on pupils securing a rich academic vocabulary. In some subjects, this is embedded throughout the curriculum and pupils demonstrate increasing confidence in using the right terminology.

However, opportunities to reinforce pupils' technical language are sometimes missed. As a result, pupils are not consistently able to use subject-specific vocabulary fluently and accurately when speaking or writing about their learning.

Teachers have strong subject knowledge.

They present new learning clearly and demonstrate subject expertise. Although assessment is generally used well to check what pupils have learned and understood, this is not consistent. There are times when opportunities are missed to identify and address pupils' misconceptions.

In these instances, some pupils develop gaps in their knowledge and are not as well prepared to tackle more complex ideas.

Pupils with special educational needs and/or disabilities (SEND) have their needs identified accurately, typically access the same curriculum as their peers and achieve well. Reading is prioritised across the school.

Those at the earlier stages of learning to read are given appropriate support, including phonics-based interventions, to develop their reading accuracy, fluency and confidence.

The school has created a calm and orderly environment. Pupils understand and respect the rules.

They behave well in classrooms and at breaktimes, moving around the site safely. The school has expanded staffing capacity and is rigorous in how attendance is monitored. The school seeks to understand and support individuals and their families to overcome any barriers to attending school.

This has had a positive impact on attendance, including for those who are persistently absent. The school has cultivated a proactive approach to addressing punctuality in attending lessons, although lateness does occasionally persist.

The comprehensive and carefully designed 'character curriculum' helps pupils to learn about the importance of physical and mental health and what constitutes safe and respectful relationships.

Pupils receive individual advice to help them make informed decisions for their future. The school has a positive record of students successfully attending and completing courses at universities or other types of further and higher education.

Pupils benefit from a range of activities and visits to enrich their cultural capital.

The school tracks and supports attendance at additional activities and visits to ensure all pupils benefit from them. This includes pupils and students with SEND and those who are identified as disadvantaged.

Since the previous inspection, the school has been on a significant improvement journey.

Leaders, including those responsible for governance, have addressed the key areas for improvement outlined in the last inspection report. They have identified appropriate next steps for their ongoing improvement work. This work has been underpinned by effective support that has been used well to improve aspects of the school's work.

Staff feel well supported and value the opportunities they have to develop professionally. The school considers staff well-being and takes effective steps to manage workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is not used consistently. This means that some pupils are not as well supported to secure the knowledge they need to tackle the curriculum. Leaders should ensure that assessment is used consistently to identify and address misconceptions.

• In some subjects, pupils are not given sufficient opportunity to learn, practise and apply subject-specific vocabulary. In these instances, some pupils do not use appropriate terminology accurately when talking or writing about their learning. The school should ensure that regular opportunities are provided for pupils to rehearse, recap and retrieve the ambitious vocabulary identified in the intended curriculum.