Parklands Community Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Parklands Community Primary and Nursery School thrive at this happy and welcoming school. Pupils, including children in early years, settle in well. They quickly make new friends.

Leaders expect pupils to try their best and to work hard. Pupils easily live up to these expectations. They behave well in lessons and around the school.

Pupils' conduct reflects the school rules. Pupils strive to be ready, respectful and safe. They know that trusted adults will resolve any incidents of bullying quickly and effectively.

Pupils said that they value having the 'buddy bench', where they can go and find a friend to play with. Pupils are happy and safe in schoo...l.

Leaders make sure that pupils learn about other faiths and cultures.

Pupils treat staff and each other with respect. They told inspectors that everyone is unique but equal. Through the curriculum, pupils find out about different types of careers.

The oldest pupils have high aspirations for the future. They are well prepared for the next stage of their education.

Pupils take on different responsibilities in school.

They are proud to be junior safety officers and members of the school parliament.

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

Leaders have developed an ambitious curriculum. They have thought carefully about the important knowledge that they want pupils to remember by the end of Year 6.

Leaders have considered when to introduce and revisit important concepts so that pupils deepen their knowledge over time. Leaders make sure that pupils experience a rich, broad and balanced curriculum. Pupils, including those with special educational needs and/or disabilities (SEND), study the full range of national curriculum subjects.

Leaders value staff development. They ensure that subject leaders are well trained to support staff to deliver the curriculum effectively. Staff make regular checks to ensure that pupils remember what they have been taught.

Pupils achieve well.

Staff accurately identify any pupils with SEND. They make sure that these pupils receive the support that they need.

Staff make adaptations to their delivery of the curriculum so that pupils with SEND can access the same learning as their peers. As a result, most pupils with SEND progress through the curriculum and learn well.

The majority of pupils behave well and do not interrupt the learning of others.

Staff's support for pupils who sometimes struggle to regulate their behaviour is effective. However, there are some pupils who do not attend school regularly. This hampers their progress and development.

Staff working in early years are exceptionally well skilled. The youngest children have extremely positive attitudes to school. They are captivated by the wealth of activities that staff provide to develop all aspects of their learning.

Children show great enthusiasm for stories, rhymes and songs. Leaders make sure that children begin to learn their sounds as soon as they start school.

Leaders prioritise reading at every opportunity.

Staff deliver the reading curriculum well. They make sure that pupils experience a wide range of different texts and books. Pupils enjoy receiving awards when they have read lots of books and stories.

The oldest pupils read with fluency and expression. Younger pupils read unknown words using the sounds that they have been taught. This is because books are well matched to their current phonics knowledge.

Staff quickly identify and support pupils who are not keeping up with the school's phonics programme. However, some pupils who find reading difficult are not fluent readers by the end of key stage 1. Sometimes, these pupils do not practise their reading as well as they should.

This means that they are not as well prepared for the key stage 2 reading curriculum.

Pupils experience a variety of activities beyond the academic curriculum. Leaders make sure that pupils are afforded high levels of care, particularly with regard to their mental health and well-being.

Pupils benefit from opportunities to develop their independence and resilience. For example, many year groups take part in visits away from home.

Pupils enjoy a range of different trips and visits.

They also have a secure understanding of the benefits of regular exercise and eating a healthy diet. Pupils proudly showcase their artwork in the school's art exhibition for parents and carers.

Trustees and governors have a clear understanding of their roles and responsibilities.

They support and challenge leaders in equal measure to ensure that pupils receive a high quality of education. Leaders are considerate of staff workload. Staff value the support that they receive.

This helps them to maintain an appropriate work–life balance.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide families with a raft of support.

Parents and carers who shared their views with inspectors felt confident that pupils are well looked after. Well-trained staff quickly spot any pupils who may be in danger of harm or abuse. Leaders have strong systems in place so that pupils receive effective support in a timely manner.

Pupils learn about keeping themselves safe. For example, they know about different types of relationships and what makes a good friend. They also understand that it is important to take care when crossing the road or when using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some younger pupils who find reading difficult do not have enough practice in reading. This makes it harder for them to build their confidence and reading stamina. Leaders should ensure that these pupils have opportunities to read regularly so that they become fluent readers by the end of key stage 1.

• Some pupils do not attend school regularly enough. This prevents these pupils from learning as well as they should. Leaders should support these pupils and their families to attend school regularly so that some pupils' poor attendance does not hamper their learning and progress through the curriculum.