Bournemouth Park Academy

Inspection of Bournemouth Park Academy Bournemouth Park Road, Southend-on-Sea, Essex SS2 5JN

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good

p.1

The principal of this school is Rhod Thomas. This school is part of Tenacitas Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Scott Sterling, and overseen by a board of trustees, chaired by Adeela Fethi. 4 and 5 March 2025

p.1

What is it like to attend this school?

Pupils at Bournemouth Park Academy are polite, courteous and respectful. They demonstrate this through their relationships with each other and the adults in school. Pupils say that school is a happy place to be. Pupils feel safe. They know who to go to if they are upset or worried about something.

p.2

What is it like to attend this school?

Pupils live up to the school’s high expectations. They learn a broad and balanced curriculum, which includes opportunities to develop their vocabulary. Pupils show positive attitudes to learning. They are generally attentive in lessons and contribute ideas. This helps them to achieve well. Pupils are prepared well for the next stage of their learning.

p.2

What is it like to attend this school?

Pupils use the three behaviour rules of ‘be ready, be safe, be respectful’. These support pupils to behave well in lessons and during social times. The small number of pupils who find managing their behaviour more challenging are supported by effective strategies that help them.

p.2

What is it like to attend this school?

The school helps pupils to understand the diverse world they live in. They learn about discrimination and why fundamental British values are important. Pupils know how to keep safe in the community and online. They experience a range of clubs and visits, which they enjoy.

p.2

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

The school has constructed an ambitious, clear and well-sequenced curriculum for all subjects. It has identified the precise knowledge pupils need to learn from the early years to Year 6.

p.2

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

Teachers’ subject knowledge is secure. In almost all subjects, teachers present information in clear and concise ways. Pupils have opportunities to revisit prior learning and learn important words. Pupils’ work is appropriate to their age and stage of learning. In some subjects, teachers do not always check pupils’ knowledge regularly. This means pupils do not always remember the key knowledge the school intends them to learn.

p.2

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

The school has prioritised reading. Consistent, high-quality phonics teaching across the school means pupils quickly learn to read. The school regularly checks what pupils know and remember. It uses this information to plan effective reading interventions. Consequently, most pupils can keep up and catch up with their phonics learning. However, some pupils at the early stages of reading do not always have the opportunities they need to re-read words and sentences to develop fluency.

p.2

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

The school is an inclusive environment for all pupils to learn. Appropriate adaptations are made to learning and provision. For example, the creation of the nurture space meets the needs of individual pupils when required. Such adaptations mean that pupils with special educational needs and/or disabilities (SEND) can access learning alongside their peers. Pupils with SEND are well supported by school staff so that they make strong progress through the curriculum. 4 and 5 March 2025

p.2

3

Children in the early years get off to a good start. They develop secure early English and mathematical knowledge and skills. There are a range of well-considered learning opportunities on offer. Children use these opportunities to explore, practise and develop their learning. Most adults engage well with the children. Children are well prepared for Year 1.

p.3

3

Attendance is a priority. The movement of pupils in and out of the school is high, which means there is an impact on attendance. The school has robust systems in place to track pupils’ attendance and support families where attendance is a concern. Consequently, attendance is improving.

p.3

3

The school has prioritised establishing meaningful relationships with pupils. Pupils have a calm, caring and purposeful environment in which to learn. Most pupils follow the school rules. There are systems in place to track, analyse and address behaviour incidents. This has helped these incidences reduce over time.

p.3

3

Pupils attend a range of clubs and trips that enrich the curriculum. Pupils can take on roles of responsibility such as school councillors, roles in classes and Year 6 prefects. Pupils learn about healthy relationships. They take part in a variety of themed activities that help them understand the wider world such as charity events, careers week and mental health and first-aid week.

p.3

3

The school and the trust regularly reflect and evaluate the work of the school. This has enabled effective action and rapid improvements to take place in the school. Governors, trustees and the CEO are integral parts of this process. They check on any improvements being made. This supports leaders and holds them to account.

p.3

3

Staff in the school are very happy. They feel well supported with their well-being and workload. They appreciate the ongoing training and support that enables them to develop their teaching and expertise.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Some pupils at the early stages of reading do not have the opportunities they need to re-read words and sentences when reading with an adult. This means these pupils do not become fluent readers as quickly as they could. The school should ensure that all staff have the knowledge and expertise to support early readers, so they increase the opportunities for pupils to become fluent and confident readers .  In a few subjects, teachers do not consistently check that pupils learn and remember 4 and 5 March 2025

p.3

4

the important knowledge the school intends them to know. This leads to some pupils developing gaps in their learning. The school should ensure that staff check pupils’ knowledge and understanding effectively in all subjects. This should be done in a way that does not add to teachers’ workload.

p.4

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.

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’ 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). 4 and 5 March 2025

p.4

School details

Type of school Primary School category Academy converter

p.5

School details

Website www.bournemouthparkacademy.co.uk

p.5

School details

Dates of previous inspection 24 and 25 September 2019, under section 8 of the Education Act 2005.

p.5

Information about this school

 The principal along with other members of the leadership team are new to post since the previous inspection.  The school is part of the Tenacitas Trust.  The school runs before- and after-school provision.  The school uses two registered alternative provisions.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 4 and 5 March 2025

p.5

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with leaders, including the principal, the vice-principal, the CEO, the chair of trustees, governors and subject leaders. Inspectors also met with the school improvement partner, teachers, support staff and pupils.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history, geography, and design and technology. For each deep dive, inspectors discussed the curriculum with leaders, visited a sample of lessons, spoke to staff, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to a sample of pupils read with a familiar adult.

p.6

6

 To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views 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.  Inspectors reviewed a range of other documentation and policies, including minutes of governors’ meetings and the school development plan.  To gather pupils’ views, inspectors spent time observing and speaking to pupils.  To gather parents’ views, inspectors reviewed 63 responses and 33 free-text responses submitted to the online survey, Ofsted Parent View.  To gather staff’s views, inspectors spoke to several members of staff and reviewed the responses to Ofsted’s staff survey.

p.6

Inspection team

Nina Kemp, lead inspector Ofsted Inspector

p.6

Inspection team

Rebecca McCutcheon Ofsted Inspector 4 and 5 March 2025

p.6

7

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