The Park School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where pupils come first and adults make decisions in pupils' best interests. Staff expect the very best from pupils both in their work and conduct.

They skilfully foster pupils' self-confidence and self-esteem. Adults take time and care to get to know pupils and help them succeed in all aspects of their education. Professional relationships between staff and pupils are trusting and respectful.

Pupils feel happy and safe. There is very occasional bullying, but staff deal with it straightaway.

The school goes the extra mile to make sure that pupils benefit fully from the wide range of interesting opportunities provided.

For example, pu...pils revel in taking part in the origami, sports, gardening, singing and boccia clubs. They develop their leadership skills through taking on various roles, such as school councillors and mentors. Pupils relish going on a wide range of interesting trips.

For example, they visit the theatre, art galleries, museums, an adventure centre and the tennis club. Older pupils thoroughly enjoy participating in outdoor expeditions.

The school's careers programme is well thought out.

Staff give pupils insight into a wide range of future jobs and post-16 options, ensuring that pupils receive independent and impartial guidance.

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

Leaders, governors and trustees are steadfast in their aim to set high standards in all areas of the school's work. They have left no stone unturned to ensure that this school moves from strength to strength.

The trust and the local governing body have an accurate oversight of the school's work, which they use to support and challenge leaders effectively. Staff are conscientious and morale is sky-high. They value the support and training provided by the trust.

Most parents and carers would recommend the school to others. One parent echoed the views of many by saying, 'We have been absolutely blown away with the school and could not ask for more.'

Across all subjects, pupils learn a well-crafted curriculum.

It sets out clearly the important knowledge that pupils need to learn and the order in which it should be taught. The curriculum has in-built flexibility so that pupils' special educational needs and/or disabilities (SEND) are met effectively. For instance, teachers work well with a range of specialist staff and therapists.

They continually review and adjust the provision to cater well for each pupil's education, health and care (EHC) plan targets and starting points. Pupils leave school with a suitable range of appropriate qualifications that set them on the path for future success.

Pupils are courteous and well mannered.

They look forward to their lessons. Teachers use their strong subject knowledge to encourage pupils to discuss their ideas in different subjects. However, sometimes, teachers do not check and help pupils to make links with what they know already.

This hinders pupils from remembering important knowledge.

Reading is a top priority. The school introduces pupils to everyday routines of reading.

This includes reading texts for research, finding information online or listening to stories. The school's design of the curriculum ensures that pupils read a range of appropriate texts and build up their reading and comprehension skills well. Staff quickly identify and support pupils who need help to catch up with their reading.

Pupils' attendance is high. Robust and effective systems are in place, including working closely with families and other agencies to ensure pupils attend school regularly and on time.

Pupils' personal development is at the heart of the school's work.

For instance, pupils raise funds for the charities they support and collect donations for the local food bank. They debate and discuss maturely their views on topics, including disability, gender identity and tolerance for those with different faiths and beliefs. Pupils are taught important life skills to build their independence.

For example, pupils visit the public library, post office, the café and supermarkets. They are well prepared for life in modern Britain.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, teachers do not help pupils to make links with what they have learned previously. As a result, some pupils do not remember and secure important knowledge as well as they could. The school should ensure that teachers have the knowledge needed to ensure that pupils remember prior learning sufficiently well.