Park Mead Primary

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and thrive in this caring school.

They uphold the school's values of 'kindness, curiosity and determination' well. Pupils demonstrate these through their warm and considerate conduct towards others. In lessons, pupils enjoy learning and work well together.

At playtime, they take turns, share equipment, and invite each other to join in with games.

The school's high expectations motivate pupils to achieve well. This is reflected across lessons, where pupils work with focus and purpose.

Pupils respond well to the positive encouragement that staff provide. They value the different ways that the school recognises their achievements and co...ntributions. These are widely celebrated, including in the Friday celebration assemblies.

Participation is strongly encouraged. Pupils appreciate being able to share their views about changes in the school. They are proud of the playtime games and trim trail, which resulted from their suggestions.

Pupils benefit from wider opportunities such as the weekly clubs, school productions and residential trips. They reflect happily on the memorable experiences that these provide and how these helped to build their confidence. Parents and carers widely value the school's work.

One captured this by saying: 'It is a truly special place.'

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

The school's curriculum is broad and ambitious. The curriculum is continuously being refined so that across subjects, it supports pupils to learn well.

This starts strongly in the early years, where the curriculum carefully builds children's knowledge and skills. The school responded robustly to low published outcomes of the key stage 2 national tests in 2023. Changes to the reading and writing curriculums have improved pupils' achievement in these subjects.

However, in a few other subjects, important knowledge is not arranged well. This hinders how well pupils understand key ideas in these subjects.

Teachers have secure subject knowledge.

They draw on this to give clear explanations of new ideas. This includes deliberately teaching the meanings of new vocabulary. Teachers carefully choose learning activities that help pupils to apply new learning.

However, at times, some teachers do not check pupils' understanding well or address pupils' weaker knowledge areas. Where this happens, pupils continue to have misconceptions. As a result, this hampers pupils' future learning in these subjects, including pupils with special educational needs/and or disabilities (SEND).

Across the school, there is a sharp focus on reading. Children start learning how to read from the beginning of the Reception Year. Their reading knowledge is closely tracked.

Those who struggle receive extra support. This helps them to catch up quickly. The school promotes a love of reading successfully.

Regular story time and opportunities to read at many times of the school day build pupils' enjoyment. They spoke enthusiastically to inspectors about the books they are currently reading.

The school identifies the needs of pupils with SEND clearly.

It provides teachers with information about strategies to support these pupils. However, some teachers do not use these strategies well enough. When this happens, some pupils with SEND struggle to complete learning activities.

This hinders their achievement.

Behaviour is exemplary across the school. In the early years, children learn and practise essential routines that support them in their learning.

Across lessons, pupils display positive attitudes to learning. They take pride in completing work to a high standard. Around the school, pupils act as role models.

Where pupils struggle to manage their own behaviour, staff provide highly effective support. The school takes prompt action to support pupils who miss school more frequently. This is increasing pupils' attendance.

The school prioritises the development of pupils' character. Pupils learn ways to stay safe and how to look after their mental health. This helps them to manage their well-being and develop independence.

Pupils learn about the importance of equality and respect. They are encouraged to be curious about world issues and develop a broader understanding of differences in society. This supports pupils to embrace diversity.

Through the school council and a range of leadership roles, pupils in all year groups gain experience in having responsibility. These opportunities support them to develop awareness of how to work well with others.

The school continuously strives to improve.

It carefully identifies changes which will lead to further improvement. Governors maintain close oversight of the school's work. They provide effective challenge and support.

Staff appreciate the school's efforts to manage their workload. This helps them to focus their efforts on helping pupils to learn.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few of the foundation subjects, curriculum design does not support pupils in building secure knowledge over time. This hinders pupils' future learning. In these subjects, the school should ensure that the order in which knowledge is taught supports all pupils to develop an accurate understanding of the most important ideas.

• Some teachers do not identify or address gaps in pupils' understanding well enough. This means that, at times, pupils develop misconceptions. The school should ensure that teachers are well equipped to identify and address any gaps in understanding so that all pupils can achieve well.

• Some teachers do not use strategies to meet the needs of pupils with SEND well enough. When this happens, these pupils sometimes struggle to acquire knowledge or complete learning activities. The school should develop the skills of all staff in order to support pupils with SEND to learn effectively.

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