The Parks Primary Academy

Inspection of a good school: The Parks Primary Academy Courtway Road, Hull HU6 9TA

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Outcome

The Parks Primary Academy continues to be a good school. There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a section 5 inspection now. The school’s next inspection will be a section 5 inspection.

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What is it like to attend this school?

The Parks Primary Academy is a school at the heart of its community, appreciated by parents and carers, pupils and staff alike. Parents have very positive views of the school. Comments stating that the school is ‘fantastic’ and staff go ‘above and beyond’ are typical. Pupils are happy and safe at school. They say that bullying is not a problem because the school rules mean everyone knows how to be kind. Pupils treat everyone with respect, regardless of background, faith or gender.

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What is it like to attend this school?

Leaders, governors and the multi-academy trust have high expectations for all pupils. They have designed an ambitious and exciting curriculum that gives pupils ‘access to the wider world’. This ensures that all pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

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What is it like to attend this school?

Pupils have extensive opportunities to enrich their learning and learn about the world beyond Hull. They have many clubs, school trips and residential visits to support their learning in and out of school. Clubs are well attended by all groups of pupils.

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What is it like to attend this school?

Pupils talk with pride about, and love coming to, school. They report that the teachers are ‘the best thing’ about school. Pupils feel very well cared for in school and know that teachers want the best for them.

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

Leaders have made reading the ultimate priority in school. Children begin their reading journey in Nursery. Staff ensure that children listen to stories and learn rhymes and songs, as well as hear new vocabulary. Children in Reception Year learn to read with books that closely match the sounds that they know. Teachers across the school readily promote a love of reading. Pupils eagerly talk about their favourite books and a wide range of authors. Teachers and other staff support any pupils who have fallen behind to 29 and30 June 2022

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catch up quickly. By the time pupils leave the school, the vast majority are confident and fluent readers.

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In mathematics, all pupils, including children in the early years, build a strong understanding of mathematical facts and methods. Pupils use their prior knowledge to ask questions, reason and solve problems. Adults develop pupils’ mathematical vocabulary through careful questioning. As a result, pupils are able to discuss their mathematical thinking clearly.

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Staff receive highly effective training to deliver the curriculum. This helps them to make sure the learning of complex ideas is broken down into smaller steps. As a result, pupils develop their understanding in logical, manageable steps. Staff are confident and skilled in teaching all subjects. They check pupils’ prior knowledge often. New learning builds on what pupils already know. For example, in geography, pupils develop a secure understanding of how volcanoes are formed before they look at the impact of Mount Vesuvius in their history topic on Romans.

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Pupils’ work is of a high quality and demonstrates accuracy in most subjects. For example, in mathematics, pupils know that to be accurate in solving problems in capacity, they need to include the units within the calculation. However, in geography, some pupils do not label maps precisely or use the correct spellings for place names. This means that some pupils’ knowledge is not secure before they move on to new learning.

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Leaders make sure that pupils with SEND access the same full curriculum offer as other pupils. They quickly identify any pupils who may benefit from additional support or different strategies. Staff know their pupils well and tailor effective support in lessons. For example, pupils with SEND learning about North America had an extra session to learn the new vocabulary for the topic. This helped pupils to have a secure understanding of new words before the learning started. Leaders work well with external specialists for those pupils with SEND who need it. Pupils with SEND learn well at The Parks.

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The school is a settled and calm environment. Excellent relationships between pupils and staff help to maintain this environment in all parts of the school. Pupils have a positive attitude to their learning. They work exceptionally well with each other when discussing their learning.

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Pupils understand the term ‘prejudice’. They know that it is wrong to judge someone because of their gender, appearance or beliefs. They have a thorough understanding of what makes a healthy relationship. Pupils learn about other cultures and faiths. This helps them develop a sense of the world around them, preparing them well for life in modern Britain.

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Governors visit the school often and know it well. They have a very strong understanding of their strategic role and are focused on achieving excellence. Leaders and staff work with one aim in mind, to improve outcomes for all pupils.

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Staff are extremely positive about leaders’ support for them. They appreciate the opportunities for professional development and leaders’ pastoral care. Staff morale at the school is high. 29 and30 June 2022

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Procedures to keep pupils safe from harm are strong. Leaders know pupils and their families well. Staff are vigilant to signs of abuse and neglect. Leaders’ records are detailed. Records show the proactive measures taken to support vulnerable pupils and their families. Staff are trained well and are knowledgeable about the risks pupils may face.

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Safeguarding

Pupils are taught how to stay safe through the curriculum. They learn about how to stay safe when online and when using social media.

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(Information for the school and appropriate authority)

 Teachers’ expectations of pupils are not consistently high across all curriculum areas. In geography, for example, pupils do not label their map work accurately. As a result, pupils’ locational knowledge is not secure. Leaders should ensure that teachers’ expectations of pupils are consistently high in all curriculum areas.

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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 30 November 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. 29 and30 June 2022

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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. 29 and30 June 2022

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School details

Local authority Kingston Upon Hull City Council

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School details

Inspection number 10200425 Type of school Primary

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School details

School category Academy special sponsor-led

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School details

Date of previous inspection 30 November and 1 December 2016, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Delta Academies Trust.  The school uses the Whitehouse pupil referral unit.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact with school leaders and have taken that into account in their evaluation of the school.  The inspector met with the head of academy and other members of the senior leadership team. The inspector had a discussion with the deputy chief executive officer for the multi-academy trust and met with three members of the local academy advisory board.  The inspector carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, the inspector met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspector looked at 29 and30 June 2022

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curriculum plans for history, personal, social and health education and religious education.  The inspector reviewed a range of school documents. These included information about behaviour, attendance, the school curriculum and improvement planning. The inspector also checked the school’s website.  The inspector met with the safeguarding team and reviewed a range of documentation about safeguarding, including safer recruitment checks.  The inspector considered responses to Ofsted’s online survey, Parent View, including free-text responses. The inspector also considered responses to Ofsted’s online survey for staff and responses to Ofsted’s online survey for pupils.

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Inspection team

Rebecca Clayton, lead inspector Ofsted Inspector 29 and30 June 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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