Queen’s Park Academy

Highlights from Latest Inspection

What is it like to attend this school?

Queen's Park Academy (QPA) is an inviting school where everyone gets along. Pupils' attendance is high because they enjoy all that the school provides. They thrive in a friendly and nurturing atmosphere.

The overwhelming majority of parents and carers agree. They praise the dedicated and supportive staff.

In the main, pupils enact the school's mission of 'High Expectations lead to High Achievers'.

By the end of key stage 2, pupils' published outcomes exceed national expectations. Most pupils leave well prepared for secondary school.

The school sets high standards for behaviour.

Typically, pupils interact positively with staff and each other.... Earning house points and '100 star badges' motivates pupils to work hard and do their best. Pupils feel confident about sharing any concerns with the many caring staff or using the red post boxes.

Pupils benefit from rich experiences far beyond the academic. These develop their confidence and leadership. For example, pupils can attend a residential visit each year and participate in various clubs such as art, sports and cookery.

The school ensures that disadvantaged pupils never miss out. Pupils have a strong voice in school life. They fulfil their responsibilities as house captains, prefects and sports ambassadors with maturity.

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

The school has crafted a broad and ambitious curriculum. It sets out the essential knowledge pupils should know and the order in which they should learn it. In many subjects, pupils connect prior learning to new content.

For example, pupils in Year 6 use their knowledge of light sources from Year 3 to show how the light of a shadow changes. Pupils make links between historical periods. They can explain lifestyles from the past when comparing the Stone Age and Vikings.

Overall, most pupils achieve well in their learning.

Recently, the school has strengthened its reading programme. Books feature prominently across the curriculum.

Pupils enjoy class book discussions about plots, characters and themes. Some pupils start in Year 3 without a secure grasp of phonics. The school provides focused support to enable these pupils to catch up.

Most pupils make strong gains from their starting points and can read confidently when they leave school.

Pupils are keen to write. Many do with increasing sophistication.

However, the standard of some pupils' written work is not sufficiently high. Some staff do not routinely pick up on pupils' handwriting, spelling and punctuation errors. This hinders pupils' ability to produce high-quality writing.

Teachers check and revisit important content and vocabulary at the start of lessons to help pupils build knowledge over time. Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly. In some classes, the school chooses to group pupils in mathematics and writing according to their needs.

However, occasionally, learning in these areas is not adapted well enough to meet the needs of some disadvantaged pupils and pupils with SEND. Where this is the case, these pupils do not secure the knowledge the curriculum outlines.

Pupils behave sensibly.

If their attention lapses, staff swiftly get them back on track. The school has effective systems to deal with rare incidents of bullying and racism.

The school fosters pupils' personal growth exceptionally well.

Character development is exemplary. For example, pupils show 'grit' by trying their best even when it is hard and 'trust' to believe in others. Assemblies on roads, water and railways reinforce pupils' understanding of local safety.

Career fairs inspire pupils to think about jobs they may choose to pursue. Pupils learn to challenge stereotypes and promote equality. They give back to the community through their charitable work.

The school successfully promotes pupils' knowledge and skills to flourish beyond QPA.

The local academy board and trustees know the school well. They ask probing questions to hold school leaders to account for pupils' outcomes and attendance.

Staff morale is high because school leaders have created a culture where everyone matters. Teachers, including those new to the profession, praise the support they receive to manage their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not routinely pick up on pupils' handwriting, spelling, grammar and punctuation errors. As a result, some pupils continue to make the same mistakes and do not develop accuracy in writing. The trust should ensure that writing expectations across the curriculum are clearly established so that all staff use appropriate methods to address errors promptly.

• Occasionally, learning is not adapted well enough to meet the needs of some disadvantaged pupils and pupils with SEND. Where this is the case, these pupils do not secure the knowledge that the curriculum outlines, including in mathematics. The trust should ensure that learning is suitably adapted so that all groups of pupils build knowledge securely across all subjects.

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