Leas Park Junior School

Inspection of Leas Park Junior School Ley Lane, Mansfield Woodhouse, Mansfield, Nottinghamshire NG19 8LD

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 23 and 24 May 2023

p.1

What is it like to attend this school?

There is a calm, purposeful air to Leas Park Junior school. Pupils are happy here because they are clear about what is expected of them. They talk fondly of ‘The Hub’ as a safe place. Some pupils proudly talk about regulating their emotions and how this has impacted positively on their ability to learn. Most parents and carers recognise this too. One parent said: ‘The school have shown such kindness and support to meet the needs of my child.’ However, further work is needed to ensure that everyone understands how behaviour is managed, so that misinformation does not arise.

p.2

What is it like to attend this school?

Adults in school run the many extra-curricular activities on offer. Leaders ensure that there is a clear programme, so that all pupils receive equal opportunities to attend. This includes pupils with special educational needs and/or disabilities (SEND).

p.2

What is it like to attend this school?

Pupils speak fondly of the school’s motto, ‘reach for the stars.’ They enjoy visits from Paralympians and regular trips or visitors to school to enhance pupils’ understanding of the curriculum. Many enjoy the various roles and responsibilities they hold in school.

p.2

What is it like to attend this school?

Pupils like their teachers and the lessons they receive. However, some parts of the school’s curriculum are not fully implemented.

p.2

better?

Since the last inspection, leaders have acted quickly to refine the school’s curriculum. It now clearly identifies what pupils need to know and when. Subject leaders have received additional training to ensure that they have the knowledge and expertise to drive the improvements needed.

p.2

better?

In mathematics, leaders have made adaptations to the small steps of knowledge to enable pupils to learn more over time. However, this is not reflective of other subjects. In some curriculum areas, leaders need to clarify how pupils will learn subject vocabulary. In other areas of the curriculum, more refinement is needed to ensure that teachers use assessment to check how well pupils recall key knowledge.

p.2

better?

Teachers deliver lessons using an agreed structure. This helps pupils to know what is coming next. Where necessary, adaptations are made for pupils with SEND. This enables them to access the same curriculum as their peers. For example, where pupils find regulating emotions challenging, ‘The Hub’ helps them to develop strategies to cope with their mental and emotional well-being. Very quickly, many of them return to lessons. Pupils with an education, health and care plan receive a well-tailored, bespoke curriculum.

p.2

better?

Reading is given high priority in school. Some pupils visit the local library to select books for others to read back at school. Pupils at the early stages of reading, receive 23 and 24 May 2023

p.2

3

a regular, tailored programme. This helps them to learn how to use sounds to build words as they read. Leaders plan to invest in further reading books to support pupils at the early stages of reading.

p.3

3

Relationships are vital at this school. Pupils enjoy the rewards they receive for demonstrating positive attitudes and manners. Leaders invest significant time and energy to ensure that all pupils receive the right support to live out the school’s ambitions and values. They have established clear behaviour policies that staff apply consistently. It is the reason why many vulnerable pupils thrive here. Staff appreciate how leaders have established a parent code of conduct, particularly while online. Pupils recognise how behaviour in school has improved but feel that there is still more that can be done. For some pupils and parents, there is a perception of unfairness in how the school deals with some behaviour.

p.3

3

Many parents appreciate the new online system for communication. It helps them to understand their child’s learning. Leaders continue to work with parents to break down barriers and pre-conceived opinions of the school. They actively encourage parents to discuss worries and concerns. However, some disadvantaged pupils do not attend school regularly enough.

p.3

3

Governors fulfil their statutory duties with diligence. They ensure that they make checks on the information that leaders present them. They have a clear understanding of the school’s strengths and development needs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders go to great lengths to ensure that systems and processes in school help to keep pupils safe. Where necessary, leaders involve external agencies or signpost families to local services. Many parents appreciate leaders’ tenacious efforts to get them the right support.

p.3

Safeguarding

Staff are alert to any signs that may indicate a pupil is at risk of harm. They report all concerns swiftly. Regular training helps them understand the risks that pupils may face.

p.3

Safeguarding

The school’s curriculum enables pupils to learn about different types of safety, including online. Pupils have an age-appropriate understanding of healthy relationships.

p.3

(Information for the school and appropriate authority)

 Some aspects of the school’s curriculum are not fully implemented. This slows down pupils’ ability to recall key knowledge. Leaders must complete their work to 23 and 24 May 2023

p.3

4

refine assessment systems and embed the use of key vocabulary for all subjects. Where necessary, they must arrange for further support to develop teachers' knowledge and expertise to deliver the curriculum.  The work leaders have done to improve behaviour and attendance needs further refinement. Some pupils do not learn the school's curriculum because they do not attend school regularly enough. For a few pupils and parents, there is a sense of unfairness about how behaviour is managed. Leaders need to continue to develop systems for behaviour with clarity and openness. They also need to ensure all disadvantaged pupils attend school more regularly.

p.4

How can I feed back my views?

or to 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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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. 23 and 24 May 2023

p.4

School details

Local authority Nottinghamshire County Council

p.5

School details

Appropriate authority The governing body

p.5

School details

Headteacher Helen Atkins (Executive Headteacher) Toni Hall (Head of School) Website www.leaspark.notts.sch.uk

p.5

School details

Date of previous inspection 8 and 9 February 2022, under section 8 of the Education Act 2005

p.5

Information about this school

 Since the last inspection, there have been no significant changes in leadership. The school’s collaboration with another junior school in the local area is due to end in July 2023.  The school uses one unregistered alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 The inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the executive headteacher, the head of school and representatives of the local governing body.  Inspectors completed deep dives in the following subjects: early reading, history, computing and mathematics. Aspects of the school’s curriculum for geography, art and design and personal, social and health education were also sampled. 23 and 24 May 2023

p.5

6

Inspectors met with subject leaders, visited lessons, spoke with teachers, met with pupils and listened to them reading to adults. They considered curriculum plans and scrutinised samples of pupils’ work.  Inspectors met with groups of pupils at various times during the inspection, including during social times.  Inspectors spoke with parents during the inspection. They considered the views of parents expressed through Ofsted surveys.  The single central record was scrutinised as part of the inspection of safeguarding. Inspectors spoke with a range of staff and pupils and sampled documentation relating to safeguarding.  Inspectors met with leaders responsible for behaviour, attendance and the school’s personal development programme, including those responsible for extra- curricular provision.  A telephone call was held with a representative of the local authority.

p.6

Inspection team

Shaheen Hussain, lead inspector His Majesty's Inspector

p.6

Inspection team

Ian Toon Ofsted Inspector 23 and 24 May 2023

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7