Parkside Primary School

Highlights from Latest Inspection

Outcome

Parkside Primary School continues to be a good school.

What is it like to attend this school?

Pupils, families and staff are proud to be a part of this caring and inclusive school community.

Pupils readily demonstrate the school motto of being 'proud to shine'.

Leaders know pupils and families well. They have high aspirations for what pupils can achieve.

Staff expect pupils to work hard and do their best. Pupils are enthusiastic about their lessons, and this is reflected in the way that they are keen to learn and remember more across subjects. Pupils achieve well.

Leaders have high expectations for pupils' behaviour, both in and out of the classroom. Pupi...ls meet these expectations well. Behaviour is calm and disruption to learning is rare.

Pupils are very polite, considerate of others, and develop close friendships with one another. Bullying is rare. Pupils are confident that if it did happen, adults would deal with it.

Pupils are happy to come to school and are kept safe.

Pupils appreciate the broad selection of after-school clubs that are available. These include gardening, police cadets, and drama.

Pupils also enjoy regular educational trips and residential visits. They especially value having the chance to make a positive difference to school life, such as being a sports crew ambassador, or representing their class on the school council.

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

Leaders have created a curriculum that meets the needs and interests of all pupils.

It is ambitious and lays out the knowledge and skills to be taught in a logical order. Typically, pupils develop their knowledge well and remember it in the long term. Nevertheless, although pupils can speak confidently about their learning, some struggle to remember the subject-specific vocabulary that they have learned.

This is because, at times, teaching does not ensure that pupils understand words securely and deeply.

Subject leaders are skilled and knowledgeable. They provide effective training so that teachers are well equipped to deliver the curriculum.

Teachers have the expert knowledge that they need to teach subjects effectively. Suitable approaches and routines are in place for checking what pupils know and remember. These are used effectively by staff to prevent pupils from falling behind with their learning.

This includes making appropriate adjustments for pupils with special educational needs and/or disabilities (SEND). As a result, pupils achieve well.

Reading has a high profile in the school.

Children's development as readers begins as soon as they start in the early years. They enjoy books and listen to a range of stories, poems and rhymes. In Reception and Years 1 and 2, pupils benefit from a well delivered, ambitious approach to phonics teaching.

All staff are well trained to deliver the phonics programme. Extra support is provided for pupils who need to catch up. Pupils read books that match the sounds they know.

This helps them to become fluent and accurate readers. Leaders have chosen a range of engaging books as part of their goal of ensuring that pupils learn about different cultures and genres. Pupils enjoy the stories and books that their teachers share with them.

Children in the early years quickly settle into routines, and build warm relationships with adults. The curriculum excites children about learning and ensures that they develop the knowledge and skills they will need for later years. For example, in mathematics, children are supported to be confident in recognising numbers, counting and identifying simple shapes.

Children revisit and secure what they know by exploring numbers and shapes in their environment, for example through their 'messy play'. Leaders and staff make sure that children are well prepared for their learning in Year 1.

Those responsible for SEND are experienced and knowledgeable and have high expectations for pupils.

They draw upon the expertise of a wide range of external agencies. This ensures that pupils' needs are identified quickly and accurately, and that they receive high-quality support. Leaders ensure that pupils with SEND learn the same curriculum as their classmates and achieve well.

These pupils are included in all aspects of school life.

Leaders have ensured that pupils take part in a wide range of opportunities to support their broader development. Pupils are taught about difference and to respect other cultures, faiths and beliefs.

Pupils learn about diversity, and why it is important to be tolerant of others. They are also taught about the importance of developing healthy lifestyles and relationships. Pupils are well prepared for life in modern Britain.

Governors take an active role in the life of the school. They know the school very well and carry out their statutory duties effectively.

Staff are happy and proud to work at the school.

They explained that leaders and governors are considerate of their well-being and workload. Staff feel well supported.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that all staff know and understand their safeguarding responsibilities. They have established a culture where staff report any concern about a pupil, no matter how small. Staff receive regular and up-to-date training and know the signs that a pupil may be at risk.

Leaders follow up any concerns quickly and effectively.

Staff teach pupils about the risks that young people can face in their local area. Pupils learn how to keep themselves safe in school and at home.

This includes learning about safer use of technology, physical and mental health and how to form positive friendships.

Leaders make appropriate checks on staff and visitors to the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teaching does not provide sufficient opportunities for pupils to recap key vocabulary in a subject.

This means that pupils' understanding and recall of these words are less secure. Leaders should ensure that pupils are given sufficient time and opportunities to learn the key vocabulary in each subject so that it sticks in their long-term memory.

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 second ungraded inspection since we judged the school to be good in March 2013.

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