Parkend Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Parkend Primary thoroughly enjoy their 'small school with big ideas'. There is a tangible sense of community and of working together in partnership.

Pupils are incredibly proud to be part of the school, and this shines through in all they do.

There is a positive and calm ethos. Pupils are polite and courteous, demonstrating high levels of respect for adults and their peers.

They show great consideration towards one another and play well together. Pupils feel safe in school.

There are high expectations for pupils' behaviour.

Pupils know and understand these well. They appreciate the rewards they receive for their positive behaviour ...and strive to achieve 'green slips' and house points. As a result, pupils are impeccably well behaved.

Pupils demonstrate extremely positive attitudes to school and their learning. They are keen to do well. This starts in the early years where children listen well and learn to take turns.

They help one another without being asked to do so. Older pupils recognise that sometimes learning can be tricky, but they enjoy being challenged. They understand the importance of practice.

Through the school's pastoral support, there is a strong focus on supporting pupil's mental health and well-being. As a result, pupils understand the importance of keeping themselves healthy.

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

The school is ambitious for all pupils.

The new leadership team has made significant improvements to the school and the curriculum.

The school has designed an effective curriculum from early years to Year 6. The school has identified the essential knowledge it wants pupils to know and remember.

The knowledge is well sequenced into the order in which pupils need to learn it.

The school has prioritised development in English and mathematics. As a result, the curriculum in core subjects is well established.

There is a strong focus on developing pupils' vocabulary, which teachers model well. Pupils' successful language development enables them to talk about what they are learning. In Reception, children are confident and eager to share their knowledge.

For example, children explain the rules of games they are playing and use appropriate mathematical vocabulary such as 'fewer than' and 'more than'. Staff have been trained well to deliver these subject curriculums effectively and to support pupils well. Teaching checks what pupils know and remember.

Teachers quickly address pupils' misconceptions. As a result, pupils' understanding in the core subjects is strong.

Some subjects in the wider curriculum are not yet fully embedded.

Although the school has identified the knowledge it wants pupils to learn, in these subjects, pupils do not recall prior learning effectively. Some teachers do not regularly revisit previously learned knowledge. This means some pupils have gaps in their knowledge which makes it harder for them to build securely on what they already know.

Early reading has been a priority. The school has ensured that all staff have the training they need to deliver the phonics curriculum well. Staff skilfully support pupils to understand the phonics code and to learn to read.

Pupils read books that match the sounds that they know. This ensures they have regular practice to become confident and fluent readers. Pupils who fall behind receive the help they need to catch up.

Pupils enjoy reading independently and listening to the stories their teachers read to them. This encourages them to read from a broad range of literature.

Staff know pupils well in this small school.

They quickly identify pupils with special educational needs and/or disabilities (SEND). Teachers regularly make adaptations to the curriculum to meet the needs of pupils with SEND. As a result, pupils with SEND typically learn the same curriculum as their peers.

Pupils enjoy taking on leadership opportunities, for example house captains, the school council and well-being champions. These help pupils to learn about responsibility. Pupils learn about different cultures and religions.

However, some pupils have a limited understanding of protected characteristics and diversity. The school provides a range of extra-curricular activities which help pupils to develop their talents and interests. Pupils enjoy attending clubs such as football, chess, book club, bike-ability, computing and circus skills.

The school checks which pupils attend clubs so it can support and encourage all pupils to take up these opportunities.

Staff are positive about the school and the support that they receive from leaders. They recognise that the workload has been significant to bring about change.

Nonetheless, they appreciate leaders' consideration of their well-being and recognise the benefits of working with other staff across the federation.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects in the wider curriculum are not as well implemented as others.

This is because the school does not revisit learning effectively to ensure pupils build on what they already know. As a result, pupils have gaps in their knowledge. The school should ensure that teachers revisit previously learned knowledge more thoroughly so that pupils know more and remember more across the curriculum.

Also at this postcode