Parkend Primary School

Inspection of Parkend Primary School Yorkley Road, Parkend, Lydney, Gloucestershire GL15 4HL

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Outstanding Early years provision Good Previous inspection grade Requires improvement 6 and 7 February 2024

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What is it like to attend this school?

Pupils at Parkend Primary thoroughly enjoy their ‘small school with big ideas’. There is a tangible sense of community and of working together in partnership. Pupils are incredibly proud to be part of the school, and this shines through in all they do.

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What is it like to attend this school?

There is a positive and calm ethos. Pupils are polite and courteous, demonstrating high levels of respect for adults and their peers. They show great consideration towards one another and play well together. Pupils feel safe in school.

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What is it like to attend this school?

There are high expectations for pupils’ behaviour. Pupils know and understand these well. They appreciate the rewards they receive for their positive behaviour and strive to achieve ‘green slips’ and house points. As a result, pupils are impeccably well behaved.

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What is it like to attend this school?

Pupils demonstrate extremely positive attitudes to school and their learning. They are keen to do well. This starts in the early years where children listen well and learn to take turns. They help one another without being asked to do so. Older pupils recognise that sometimes learning can be tricky, but they enjoy being challenged. They understand the importance of practice.

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What is it like to attend this school?

Through the school’s pastoral support, there is a strong focus on supporting pupil’s mental health and well-being. As a result, pupils understand the importance of keeping themselves healthy.

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better?

The school is ambitious for all pupils. The new leadership team has made significant improvements to the school and the curriculum.

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better?

The school has designed an effective curriculum from early years to Year 6. The school has identified the essential knowledge it wants pupils to know and remember. The knowledge is well sequenced into the order in which pupils need to learn it.

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better?

The school has prioritised development in English and mathematics. As a result, the curriculum in core subjects is well established. There is a strong focus on developing pupils’ vocabulary, which teachers model well. Pupils’ successful language development enables them to talk about what they are learning. In Reception, children are confident and eager to share their knowledge. For example, children explain the rules of games they are playing and use appropriate mathematical vocabulary such as ‘fewer than’ and ‘more than’. Staff have been trained well to deliver these subject curriculums effectively and to support pupils well. Teaching checks what pupils know and remember. Teachers quickly address pupils’ misconceptions. As a result, pupils’ understanding in the core subjects is strong.

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better?

Some subjects in the wider curriculum are not yet fully embedded. Although the school has identified the knowledge it wants pupils to learn, in these subjects, pupils 6 and 7 February 2024

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do not recall prior learning effectively. Some teachers do not regularly revisit previously learned knowledge. This means some pupils have gaps in their knowledge which makes it harder for them to build securely on what they already know.

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Early reading has been a priority. The school has ensured that all staff have the training they need to deliver the phonics curriculum well. Staff skilfully support pupils to understand the phonics code and to learn to read. Pupils read books that match the sounds that they know. This ensures they have regular practice to become confident and fluent readers. Pupils who fall behind receive the help they need to catch up. Pupils enjoy reading independently and listening to the stories their teachers read to them. This encourages them to read from a broad range of literature.

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Staff know pupils well in this small school. They quickly identify pupils with special educational needs and/or disabilities (SEND). Teachers regularly make adaptations to the curriculum to meet the needs of pupils with SEND. As a result, pupils with SEND typically learn the same curriculum as their peers.

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Pupils enjoy taking on leadership opportunities, for example house captains, the school council and well-being champions. These help pupils to learn about responsibility. Pupils learn about different cultures and religions. However, some pupils have a limited understanding of protected characteristics and diversity. The school provides a range of extra-curricular activities which help pupils to develop their talents and interests. Pupils enjoy attending clubs such as football, chess, book club, bike-ability, computing and circus skills. The school checks which pupils attend clubs so it can support and encourage all pupils to take up these opportunities.

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Staff are positive about the school and the support that they receive from leaders. They recognise that the workload has been significant to bring about change. Nonetheless, they appreciate leaders’ consideration of their well-being and recognise the benefits of working with other staff across the federation.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some subjects in the wider curriculum are not as well implemented as others. This is because the school does not revisit learning effectively to ensure pupils build on what they already know. As a result, pupils have gaps in their knowledge. The school should ensure that teachers revisit previously learned knowledge more thoroughly so that pupils know more and remember more across the curriculum. 6 and 7 February 2024

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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.

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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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 6 and 7 February 2024

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School details

Appropriate authority The governing body

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School details

Headteacher Katharine Burke (Executive Headteacher)

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School details

Date of previous inspection 20 January 2023, under section 8 of the Education Act 2005

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Information about this school

 The school joined the Forest of Dean Community Schools Federation in July 2023.  Since the previous inspection, there have been changes to leadership roles. The executive headteacher and deputy executive headteacher now work across the federation. They started working at the school in April 2022 and September 2022 respectively.  The new chair of governors was appointed in February 2024.  The school do not use any alternative provision.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 6 and 7 February 2024

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 Inspectors spoke with the executive headteacher and deputy executive headteacher. They held meetings with the inclusion lead, curriculum leaders, staff and governors, including the chair of the governing body.  The lead inspector spoke with representatives from the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also discussed the curriculum in geography, art and design and technology.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the view of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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 Inspectors considered the responses to the Ofsted Parent View online survey. They also spoke with parents at the start of the school day. Inspectors considered the responses to the staff survey.  Inspectors observed pupils’ behaviour in lessons and around the school site. They considered the responses to the pupil survey. Additionally, the inspectors spoke to pupils to discuss their views of the school.

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Inspection team

Nicky McMahon, lead inspector His Majesty’s Inspector

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Inspection team

Peter Overton Ofsted Inspector 6 and 7 February 2024

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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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