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Parkland Primary School South Wigston continues to be a good school.
The headteacher of this school is Andrew Hayes.
This school is part of Discovery Schools Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Stone, and overseen by a board of trustees, chaired by Richard Bettsworth.
What is it like to attend this school?
Parkland Primary School South Wigston is an inclusive, nurturing school.
The school's curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Pupils feel... well supported. One pupil said, 'The teachers always help us, and if we are stuck, they help us by giving us examples of what we need to do.'
Pupils enjoy their learning and focus well in lessons. They are polite and interact with each other and adults with respect. Pupils are happy and feel safe.
One pupil said, 'We have a pastoral team who anyone can talk to about things that are worrying or upsetting them.'
Some pupils benefit from different approaches to help them access their learning. For example, some pupils access specialist adult support and a range of resources that meet their individual needs.
The strong pastoral team provides high-quality emotional support for both pupils and families. Pupils like knowing that they can access this support if and when they need to.
Pupils have access to a wide range of clubs, including for gymnastics, dance, and arts and crafts.
Pupils also enjoy the opportunities they have to take on extra responsibility, for example by becoming a school councillor or sports ambassador.
What does the school do well and what does it need to do better?
Children in early years show high levels of independence. Staff interact purposefully with children and encourage early language development.
In Reception Year, children access a wide range of learning opportunities, both indoors and outdoors. Children learn through playing, exploring and taking appropriate risks. Children are clear about routines and expectations.
Adults regularly check children's development at different points in the year. Children are well prepared for key stage 1.
The school has prioritised reading.
The phonics programme is well sequenced, and staff are well trained. Pupils identify sounds independently. Some pupils receive support to blend sounds together to read unfamiliar words.
Pupils enjoy reading. Classrooms have phonics resources displayed, which pupils use to help them with their writing. They use the posters to support their spelling, for example.
Mathematics lessons provide pupils with the opportunity to develop their fluency and their reasoning and problem-solving skills. Classroom environments support pupils with their learning. For example, in one lesson, pupils referred to a mathematics display.
They checked the model for rounding to see whether they needed to round a number up or down.
The school is in the process of introducing a new, wider curriculum for the foundation subjects. As a result, some subjects are not as well established as others.
In some subjects, the important knowledge that pupils will learn is clearly identified. Teachers regularly check what pupils remember. However, this is not yet the case for all subjects.
The checks that teachers make at the end of subject units are not as well developed in some subjects. This means that, in some foundation subjects, pupils do not always remember what they have learned as effectively as they could.
Pupils with SEND are supported well.
The school works with a range of external agencies. This work ensures that pupils with SEND access an ambitious and appropriate curriculum. Pupils with SEND use a range of suitably adapted tasks to help them build their knowledge of subject-specific vocabulary.
Staff support pupils with SEND effectively so that these pupils write with more accuracy and detail.
The school is passionate about inclusion, and as a result, many pupils benefit from therapeutic approaches to support their social, emotional and mental health needs. Pupils who require it receive carefully planned and tailored programmes of support to help them manage their behaviour.
The pastoral team is highly skilled.
Pupils demonstrate a secure understanding of British values. Pupils can talk about each value with confidence and relate these values to their everyday lives.
The personal, social and health education (PSHE) curriculum is well sequenced. It includes content related to relationships and sex education (RSE). Assemblies recap content covered in the PSHE and RSE curriculums, including direct reference to British values.
This helps pupils to remember what they have learned.
Pupils have an age-appropriate understanding of different types of relationships and families. Pupils have the chance to take on trust-wide areas of responsibility, such as being a member of the pupil parliament.
Pupils value these opportunities.
Staff, including early career teachers, feel well supported. They access a wide range of training opportunities.
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 foundation subjects, the curriculums do not precisely identify the specific knowledge that pupils should learn. This limits the consistency and effectiveness with which teachers check pupils' learning in these subjects.
As a result, teachers cannot consistently help pupils to build their knowledge. The school should ensure that the curriculum sets out exactly what pupils should learn and when in these subjects, and that there is a consistent approach to assessing what pupils do and do not know in order to ensure that pupils achieve as well as they should.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good in February 2018.
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