Park View Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love the welcoming atmosphere at Park View Academy. The excellent relationships that they have with one another make the school a happy place to be.

The high expectations that the school sets for pupils' learning help to ensure that they achieve well in subjects across the curriculum.

From the outset, children in the early years settle quickly and develop curiosity and an enjoyment of learning. Pupils across the school are equally motivated to learn.

Pupils are guided well to manage their own behaviour, particularly those with special educational needs and/or disabilities (SEND).

As a result, their conduct around school is exemplary. Older pup...ils relish the prestigious leadership roles that are available. These pupils make a marked difference to the behaviour and wellbeing of others, such as through their roles as play leaders at break times.

Pupils are proud of their school and have a strong sense of belonging. They enjoy debating current affairs with their peers and value others' views and opinions. In turn, they feel respected and accepted for who they are.

Pupils delight in seeing each other praised for their efforts in their weekly celebration assemblies.

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

The school has made effective use of the expertise within the trust to design a curriculum that clearly sets out what pupils will learn in each subject. Staff develop pupils' learning well by building on their prior knowledge.

Particular attention is paid to preparing pupils for their next steps in learning, such as when moving from the Reception Year into key stage 1. Staff check on pupils' understanding well and address misconceptions effectively as they arise.

In most subjects, the assessment of pupils' knowledge helps to identify where pupils need further reinforcement of key learning.

However, this is not consistent across the curriculum. In a small number of subjects, and including in the early years, these arrangements do not focus well enough on what pupils have remembered over time. As such, pupils do not recall some key subject knowledge.

In the early years and in key stage 1, there is a comprehensive approach to developing pupils' phonics knowledge. This enables pupils to read with increasing accuracy. The school has ensured that the books pupils read match the sounds that they are learning, so that they practise applying their knowledge.

For pupils who need it, including those with SEND, there is extra support on hand to help pupils when they find reading difficult. This is effective in ensuring that pupils keep up with the intended curriculum.

There are comprehensive strategies in place to identify any pupil who may have SEND.

This is especially evident in the early years where help is swiftly put in place for these children. Pupils across the school are assisted well to access the curriculum. As a result, these pupils progress through the curriculum well.

The school's exceptional approach to pupils' personal development helps to build their resilience and character. Pupils also gain a strong understanding of the wider world and their place in it by studying other cultures and religions. They especially enjoy debating current affairs.

Pupils have a detailed knowledge of fundamental British values. They understand what it means to be equal and said that, 'we all smile in the same language'. Parents and carers appreciate the way in which they see their children flourish as individuals.

The school sets firm expectations that pupils will regularly attend school. There are arrangements in place to analyse the reasons for absence and a tenacity among staff to ensure that pupils maintain their high rates of attendance.

Trustees check well on the work of the local governing board.

This ensures that trustees are well informed about the school's strengths and weaknesses. The local governing board promotes school improvement well by asking leaders challenging questions about the quality of the school's provision.

School and trust leaders engage well with staff.

For example, the school's approach to marking has been revised to reduce the burden on staff as well as providing pupils with quality feedback. Staff feel well supported in their roles and are committed to the direction that the school has set to improve provision.

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 small number of subjects, including in the early years, the assessment of pupils' learning is not refined enough to help staff to identify where some pupils have forgotten key learning over time. As such, there are gaps in pupils' understanding between one topic and the next. The school should ensure that there are checks in place to gauge pupils' long-term retention of key subject knowledge so that staff can reinforce pupils' learning more effectively.

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