Parkhill Infants’ School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils really enjoy coming to this school and are eager to talk about what they do and learn. From the moment that children join the school in Nursery, they learn the school's expectations and routines. Staff have high expectations of behaviour, and pupils respond by behaving well.

Staff use the school's routines consistently, and pupils are proud when they are 'Going for Gold'. Leaders have a strong vision for the school's curriculum: that it will be meaningful, memorable and magical for pupils. Staff also described how they are 'carried along with the magic'.

This creates an atmosphere where pupils really want to learn.

The school keeps the curriculum under... constant review, looking for ways in which the curriculum can better meet the needs and interests of the pupils. There are occasions when the curriculum does not quite reach these aims; however, these are rare.

This means that pupils achieve well and are well prepared for moving on to their next stage of education. Pupils spoke about their memorable experiences and, in particular, their learning about 'castles and crowns', with their trip to Mountfitchet Castle.

The school has provided a wide range of activities, enrichment opportunities and trips.

These include sports clubs, such as football, basketball and multisports, as well as creative clubs such as Lego, art and science, which help broaden pupils' interests.

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

The school has thought carefully about how to create a curriculum that interests and motivates pupils. The whole school adopts a theme, which is evident throughout the corridors and classrooms.

For example, during the 'castles and crowns' topic, every classroom had a portcullis and castle door to greet the pupils. Pupils discuss all the things that they enjoy finding out about at school.

The school's curriculum builds from the early years.

The school identifies quickly where children may need extra support. Teachers adapt their teaching so that it meets these needs. In the early years, as is the case across the school, there are engaging activities for children to undertake.

The school focuses on early reading, making sure that pupils have the knowledge that they need to be able to read independently before they move on to the adjoining junior school. From the start of Reception class, pupils learn to read using a highly structured approach to phonics. Pupils enjoy joining in with the rhymes and teachers make sure that books match pupils' phonics knowledge closely.

They identify pupils who find reading challenging and ensure that additional time is allocated to support them. This ensures that pupils, including those with special educational needs and/or disabilities, are supported to become confident readers. Teachers read stories and other books in a way that engages and excites pupils.

Teachers set tasks that typically match the ambition of the curriculum and the school's thematic approach. However, there are times when activities do not sufficiently develop pupils' understanding of the subject. This is because they do not focus precisely enough on the important skills and knowledge leaders have identified for pupils to learn.

Teachers generally check to see that pupils have understood what they are learning and address any gaps in pupils' knowledge. However, this is not consistently the case. At points, gaps in learning or misconceptions are not addressed as quickly as they could be, and this means that pupils are not always secure in their understanding before moving on.

Pupils are very positive about what they are finding out about and have a genuine thirst to learn more and to join in with lessons.

The school has thought carefully about how to create opportunities to broaden and enrich the curriculum. Pupils learn about different faiths and how to respect those who are different from themselves.

The school plans activities, events and trips which support pupils' learning in meaningful ways. Pupils are proud of the roles they have in school, for example Unicef ambassadors, friendship heroes and school council members. They understand the importance of these responsibilities in helping everyone.

Pupils speak enthusiastically about the author visits which the school organises. Pupils have been able to meet with a range of authors and ask them about how they create their written work and illustrations. Pupils have been enthralled to create their own illustrations and stories following these visits.

Pupils attend school well. The school has identified when this is not the case and has worked closely with parents and carers to overcome any barriers they may be facing. The school monitors this closely to ensure that pupils' welfare is kept at the forefront of their attention.

Staff are proud to work at the school. They feel that leaders are considerate of their workload. Governors meet regularly with school leaders at all levels to ensure that they have a strong understanding of the school and its work.

They support senior leaders well and share their vision, working together to make a difference for pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the activities and tasks set for pupils do not focus precisely enough on the skills and knowledge identified in the curriculum.

In these instances, pupils' understanding is sometimes less carefully checked, meaning errors and misconceptions are not consistently addressed. As a result, pupils do not develop the same depth of understanding in these subjects. The school needs to ensure that the curriculum is implemented consistently in these subjects so that pupils are supported to learn and remember more.

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