Parkside School

Inspection of a good school: Parkside School Parkside Terrace, Cullingworth, Bradford, West Yorkshire BD13 5AD

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Outcome

There has been no change to this school’s overall judgement of good as a result of this initial (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a full inspection were carried out now. The next inspection will therefore be a full (section 5) inspection.

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What is it like to attend this school?

Teachers plan lessons which help pupils to remember important knowledge. Pupils enjoy learning at this school. Leaders have made sure the curriculum has the scope of the national curriculum. But some pupils are reluctant to talk about their learning. Their attitudes to learning are variable too. Some pupils do not produce the quality of work they are capable of. Pupils say they generally feel safe.

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What is it like to attend this school?

The school has a high proportion of pupils who have additional needs and has a specially resourced provision for pupils with special educational needs and/or disabilities (specially resourced provision) on site. The school works hard to cater for the needs of these pupils despite significant restrictions related to the facilities available. Leaders are determined to overcome the challenges some pupils face daily and allow them full access to the curriculum.

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What is it like to attend this school?

Staff have high expectations of all pupils. However, pupils do not always meet these expectations. They do not always behave well around the school. Some pupils lack respect towards each other and towards staff and visitors.

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What is it like to attend this school?

The school has always offered pupils lots of opportunities for learning beyond lessons. The pandemic has limited these opportunities to a large extent. Leaders are making sure these opportunities are in place again as soon as possible. Many pupils, including those who are disadvantaged, take part in a range of clubs and activities. Leaders also make sure any support pupils need is available to them, for example mental health and well- being support. Leaders have recruited new pastoral staff to provide even more support for those who need it. 15 and 16 March 2022

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

Leaders have planned the curriculum so it is ambitious for all pupils. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Lessons follow a sequence which makes sense to pupils. Pupils build up knowledge and skills and remember important concepts. However, some teachers do not consistently check pupils’ understanding. Consequently, they do not always identify the things pupils might struggle with. In some cases, pupils’ work does not meet teachers’ expectations. When this happens, it is not always challenged effectively so that pupils improve their work. This occurs more in key stage 3 than elsewhere. But pupils do get extra help if they need it. This helps them keep up with their learning.

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

Many pupils enjoy learning in English, science and history. They can see how teachers help them to understand and remember the content. But they are not always confident to talk about their work. The work in pupils’ books is not always well presented and of a high standard.

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

The curriculum in modern foreign languages is high quality. Leaders plan the way pupils learn carefully. They use sentence builders and research-based techniques to help pupils master the language. This helps pupils to achieve. Because of this, more pupils are choosing to study a language at key stage 4.

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

Students in the sixth form enjoy planned and sequenced lessons. They receive feedback from teachers. This helps them to improve their work and develop their thinking.

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

Pupils do not always behave well at this school. There are some pupils who do not meet the standards demonstrated by others. Leaders are providing extensive support to those pupils who show challenging behaviour. But there is much more work to be done to make sure behaviour improves across the school.

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

Pupils say that if bullying occurs, leaders deal with it effectively.

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

Leaders encourage pupils to report other pupils’ inappropriate comments. This includes any behaviour which makes pupils feel uncomfortable. School records show that leaders take appropriate action if such incidents occur.

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

Leaders have put in place a strong programme of careers advice and guidance for pupils. This meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. However, the pandemic has had an impact on this. Pupils say they are happy with the advice and support they receive. Inspectors agree that the support is high quality.

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

Leaders have made some improvements since the last inspection. They have done so in challenging circumstances because of the pandemic, taking into consideration the well-being and workload of staff. Staff report that they want the school to improve further. They believe that improving behaviour is a priority. 15 and 16 March 2022

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In discussion with the headteacher, the inspectors agreed that improving the behaviour of pupils and ensuring that all pupils are meeting expectations in their learning may usefully serve as a focus for the next inspection.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and governors ensure that the procedures for checking, recruiting and training staff are robust. All staff have regular safeguarding training. As a result, staff take the appropriate action to ensure that pupils receive the help they need. All staff and pupils know who to talk to when they have a concern.

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Safeguarding

Leaders have worked hard to make sure pupils are supported if they have concerns or worries. Leaders have invested in pastoral support for pupils.

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Safeguarding

Pupils learn how to keep themselves safe, including when online. Pupils know the names of the designated safeguarding leads in the school. They understand what leaders can do to help them.

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(Information for the school and appropriate authority)

 Not all pupils produce the quality of work expected of them. So, not all pupils are remembering the key knowledge they need. Leaders should make sure that teachers have high expectations of all pupils.  The school behaviour policy is not consistently used by everyone. Because of this, behaviour around the school is not always as it should be. Leaders should ensure that the behaviour policy is consistently applied by all staff.  Pupils’ attitudes to learning, each other, staff and visitors to the school are variable. A significant number of pupils show a lack of respect for their peers and adults. Leaders should continue to create shared visions and goals to change attitudes.  Leaders are considerate about the workload and well-being of staff. But support for behaviour management is inconsistent. As a result, a significant number of staff believe behaviour is a concern. Leaders should continue to work with staff to improve staff’s

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(Information for the school and appropriate authority)

perception and pupils’ behaviour.  Leaders acknowledge that communication with parents and carers is an improvement area. A significant number of parents and carers have negative views about the school. Leaders should continue to engage with parents and carers to showcase the school’s positive work and change their views. 15 and 16 March 2022

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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 a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

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Background

This is the first section 8 inspection since we judged the school to be good in October 2016.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 15 and 16 March 2022

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provision

Number of pupils on the school roll 1,168

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form

Appropriate authority The governing body

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form

Chair of governing body Shirley Rainford

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form

Date of previous inspection 5 and 6 October 2016

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Information about this school

 The school has a specially resourced provision on site designated to support pupils with an autism spectrum disorder.  The proportion of pupils with SEND is well above average.  A small number of pupils attend off-site alternative provision at Pipeline, Bradford College, Keighley College and James Project.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 15 and 16 March 2022

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 Inspectors met with the headteacher, senior leaders, curriculum leaders and other members of staff. The lead inspector met with a group of governors, including the chair of governors. He took account of the 92 responses to Ofsted’s staff survey.  Inspectors observed pupils’ behaviour in lessons and around the school, including at breaktime and lunchtimes. They gathered pupils’ views about the school through formal and informal discussions. They took account of the 157 responses to Ofsted’s pupil survey.  Inspectors scrutinised a range of documentation, including the school’s self-evaluation and improvement plans, minutes of governing body meetings and safeguarding documents. Information relating to pupils’ behaviour and attendance was evaluated.  Inspectors took account of the views of 160 parents who responded to the online questionnaire, Ofsted Parent View, along with 152 responses submitted as free text.

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 Inspectors looked in depth at the following subjects: English, science, modern foreign languages and history. In doing so, inspectors visited classes across year groups and reviewed pupils’ work. Inspectors also visited other subjects across the school.

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Inspection team

Barry Found, lead inspector Ofsted Inspector

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Inspection team

Lesley Powell Ofsted Inspector 15 and 16 March 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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