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At Park Hill, pupils are lively, enthusiastic and demonstrate positive attitudes towards their learning. The school's core values are enacted by everyone. Pupils engage well with each other and there is a strong mutual respect between pupils and adults.
Bullying is rare and is always dealt with sensitively and swiftly. Behaviour around the school is calm and orderly.
Pupils learn and demonstrate the 'super skills', including collaboration, communication, perseverance, confidence and curiosity.
These underpin how pupils learn and are used to motivate pupils to always try their best. Pupils are confident speakers who are encouraged to share their opinions. They... present their ideas clearly and listen respectfully to the views of others.
The school takes every opportunity to help pupils develop into active citizens. For example, pupils can take on a range of additional responsibilities and develop independence as members of the school council, sports leaders or play leaders. The pupils are proud to hold these roles and take them seriously.
The sports leaders are particularly excited about supporting children in Reception during their PE lessons.
What does the school do well and what does it need to do better?
The curriculum matches and, in places, exceeds the breadth and ambition of what is expected nationally. The knowledge and skills that leaders expect pupils to secure are clearly identified and logically sequenced.
This allows pupils to build their understanding cumulatively from the time they start their Reception year. As a result, pupils develop a deep body of knowledge in different subjects and are confident when discussing their learning. For example, in music, pupils learn the different elements that are used when composing.
This enables them to recognise these elements when listening to the work of different composers and to create their own music using the same techniques. Similarly, in history, younger pupils learn about different events through stories. This helps them to identify the different causes and effects of events such as the Gunpowder Plot or the significance of historical figures such as Mary Anning.
The teaching of phonics and early reading is highly effective. From the beginning of Reception, teachers provide ample opportunity for pupils to practise their reading. This is done using books that are carefully matched to the sounds pupils know.
Over time, pupils learn to read with accuracy and confidence. Pupils achieve highly in the phonics screening check at the end of Year 1. Those who struggle to read fluently are swiftly identified and well supported to catch up quickly.
The school promotes a love of reading. Pupils are enthusiastic about reading. They read widely and often.
There is clear ambition for pupils with special educational needs and/or disabilities (SEND). Staff have been well trained and have the knowledge and expertise to support pupils effectively. As a result, pupils with SEND access the same ambitious curriculum as their peers.
Behaviour is exceptional. Pupils behave extremely well in class and at playtimes. Staff have created a calm, nurturing and positive environment for pupils to learn and thrive.
Staff, parents and pupils are effusive in their praise about how well pupils behave. The school has effective systems in place to manage pupils' attendance. Most pupils attend school regularly and on time.
Leaders have the highest ambition for pupils' personal development. The curriculum is designed to address important themes like keeping healthy and staying safe, including when online. Pupils access a wide range of opportunities to develop their talents and interests in areas such as art, football, swimming, 'fizz pop', musical theatre and street dance.
Staff are valued here. There is high importance placed on professional development and well-being. A culture of trust and transparency helps to ensure that workload is reasonable and well managed.
Those responsible for governance know the school well. They work closely with leaders to ensure that the school continues to improve.
