Parson Street Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending school. They feel safe.

Pupils know that they can talk to an adult if they have any worries. Staff know pupils well and provide care and support when they are facing difficulties.

Pupils' diverse cultures and backgrounds are celebrated by the school.

This creates an inclusive culture in which all pupils feel valued. Staff welcome parents into school. The school provides parents with useful advice and support to help children to develop socially and academically.

The school has high aspirations of what all pupils can achieve and how they should behave. Pupils value the 'gem powers' that help them to learn, and to develop their c...haracters. For instance, pupils proudly explain how they use their 'sapphire' powers to maintain their concentration on learning or how they have shown 'opal' powers by helping others.

Pupils are increasingly achieving well.

Pupils learn to be confident speakers and understand how to be good citizens. The student council helps pupils to understand the importance of democracy.

Visits from organisations such as the uniformed services help pupils to understand the roles of British institutions and to build their trust in them.

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

The school has a new ambitious curriculum that reflects the high aspirations that the school has for all pupils, regardless of their starting points. Learning is logically sequenced so that pupils build their knowledge across all subjects.

However, the new curriculum does not take account of the gaps in knowledge that some pupils retain from the previous curriculum. Consequently, not all learning is well matched to what pupils know and can do.

The 'gems' system supports children in Reception Year to develop their resilience and confidence.

Staff model early language and communication skills well. Children are enthused by the way they learn mathematical concepts. This builds a strong start for key stage 1.

Teachers check that pupils understand new learning. Teaching ensures pupils have plenty of practice so that they can apply what they have learned and connect it to what they already know. Staff choose activities that reflect the ambitious curriculum that is now in place.

This helps pupils to learn well.

All staff have the knowledge they need to teach early reading. Pupils read books that are matched closely to the sounds they know and those they need to practise.

Pupils who have fallen behind with reading get help to catch up. However, the legacy of a weaker curriculum is that some older pupils do not read well enough.

Pupils with special educational needs and/or disabilities (SEND) are identified promptly.

Staff understand pupils needs and ensure they meet them. As a result, pupils with SEND learn well.

Pupils behave well.

The school's 'gems' system is used effectively to celebrate good behaviour and to remind pupils of what is expected and why it matters. Pupils who do not consistently meet leaders' high expectations are well supported so that most improve their behaviour rapidly. Disruption to learning is rare as a result.

Pupils know how to stay healthy. The school reinforces the importance of healthy eating and staff encourage pupils to try new foods, for example providing bowls of different fruits at break times. Play time activities help pupils to get active.

For instance, pupils eagerly join in with dance sessions in the school playground.

The school ensures that pupils develop socially. Pupils understand what it means to be part of a team, to cooperate with others and to act responsibly.

This ensures that play times and group activities are harmonious and mutually supportive.

Pupils learn about people of different faiths and backgrounds. They remember the experiences they have when visiting local places of worship.

Pupils demonstrate tolerant and respectful attitudes to others.

The school has developed its clubs and enrichment offer with pupils' needs firmly in mind. Pupils' interests have also been considered.

For instance, a German club has been started at the request of pupils. However, the school does not monitor who takes part in these activities. Consequently, it does not know whether all pupils, including those with SEND or who are disadvantaged, are getting a wide rich set of experiences.

Governors and the trust provide support and challenge. However they do not always have a secure view of what is going well and where further development is needed. Staff feel well supported.

The training they receive helps them to continue to develop their professional skills and knowledge.

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The new curriculum is not always well matched to what pupils know and can do.

When pupils have deficits from the previous curriculum these are not always identified and closed. Consequently, some pupils continue to have gaps in their knowledge. The school must ensure that gaps in pupils' knowledge are identified and rectified.

• The school's monitoring and evaluation of the quality of some aspects of its work is not always well developed. This means that the school and trust do not always have an accurate view of what is going well and where further development is needed. The school needs to make sure that it knows the result of its actions and adapt approaches when needed in order to bring about improvement.