Parkwood Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy, confident and caring. They say that it is easy to make friends and that everyone is welcomed because 'everyone's opinion is valued'. Pupils report that 'adults are the best thing' in the school.

They say that staff are kind and help them if they have any problems. They are confident that staff take care of them and will keep them safe.

Pupils enjoy coming to school and most play well together at breaks and lunchtimes.

They take turns with the new equipment in the playground. Most pupils behave well. A small number of pupils who need extra help in managing their behaviour are very well supported.

Pupils benefit from the opportunities... they receive through extra-curricular clubs, such as music-band, animals, dance, football and many more. They enjoy the increasing opportunities they are getting for roles and responsibilities, such as those of learning leaders, and for trips and visits.

Most pupils enjoy their lessons.

In most subjects they work hard and enthusiastically. Consequently, they learn well. In a few subjects, and areas of learning in early years, they do not learn as well.

Some pupils are not supported precisely to read and write as well as they could.

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

There has been significant staffing turbulence since the previous inspection. Several staff and leaders are new to their roles.

The school, well supported by the new CEO and other school leaders within the trust, have brought in many well-considered changes. These are beginning to improve the quality of education. However, many changes are either new or not fully embedded.

Consequently, they have not yet had the desired impact.

This year, the school has established its chosen phonics programme with rigour. Leaders have invested heavily in ensuring that pupils have access to appropriate books and resources.

Adults are delivering the early reading programme far more effectively. However, pupils who have gaps in their knowledge and understanding, including those in older year groups, are not yet being identified swiftly enough. They do not always receive the support they need to catch up with their peers in both their reading and writing.

Pupils access a broad curriculum. In some areas of the curriculum, such as mathematics, curriculum planning is specific and detailed. Staff are well trained and know what, when and how to teach the curriculum.

Pupils learn well. However, in a few subjects, staff do not have a secure understanding of the precise knowledge that pupils need. Therefore, teachers do not confidently teach or check how well pupils are learning the intended curriculum.

Leaders do not know enough about what pupils are learning in these subjects.At the start of this year, the school identified concerns about the quality of provision for the youngest children in the Nursery and Reception classes. The school has acted quickly to improve provision.

For example, staff are better trained in supporting children's language and communication during planned and play activities. Children are generally very settled. However, the school does not yet identify children who need extra help quickly enough to ensure that they are ready for Year 1.

The school, this year, has worked diligently to support pupils with special educational needs and/or disabilities (SEND). Staff have worked closely and sought external professional specialist expertise, where needed. Pupils' needs are being increasingly identified and strategies are being implemented.

However, they experience the same weaknesses in their learning as their classmates.

The school's approach to behaviour and attendance is thoughtful and well considered. The school works closely with vulnerable pupils and their families to support them as individuals.

As a result, these pupils' attendance, and behaviour, this year have improved markedly.

The school prioritises pupils' personal development. Pupils learn about important values like democracy, and equality.

They value the extra help they get through the school's WIN ('what I need') and nurture programmes. They value the kindness and care that staff and their classmates show them.

Most staff are very positive about the work of the school and the management of their well-being.

A few raised some concerns about the rate of change this year and the quality of communication with them.

Over time, trustees and the academy committee have not been quick enough to address the decline in standards. There has been a strong focus on financial management but less so on holding leaders to account for the quality of education.

There is a lack of clarity about who is responsible for checking the effectiveness of some aspects of the school's work. However, new leaders are starting to address this.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few pupils, including some in key stage 2, have gaps in their reading and writing knowledge. The school does not know enough about how well its work is helping pupils to catch up with their peers. The school needs to ensure that provision is precisely implemented and closely monitored, so that all pupils learn to read and write as well as they should.

• In a few subjects, staff do not have a secure understanding of the precise knowledge that pupils need. Therefore, teachers do not confidently teach or check how well pupils are learning the intended curriculum. Leaders do not know enough about what pupils are learning in these subjects.

The school needs to ensure that planning, staff training and leaders' monitoring ensure that the curriculum is being delivered as leaders intend. ? Some children who need extra help in the Nursery and Reception classes are not identified quickly and supported well enough to catch up with their peers. These children are not always ready for Year 1.

The school needs to ensure that the staff are adept at using their training and adapting their curriculum planning to identify and support these children across all areas of their learning so they are better prepared for the next steps in their education. ? There is sometimes a lack of clarity between trustees and the academy committee about what they do and when. Other aspects have been prioritised over the quality of education.

They rely too much on the information provided by leaders and the CEO, and therefore do not hold leaders to account. Trustees should clarify the roles and responsibilities within arrangements for governance. They should ensure that all layers of governance have precise systems for monitoring, reviewing, challenging and supporting the effectiveness of leaders' work so that they are held appropriately to account.

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