Park Lane Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Park Lane Primary and Nursery School Park Lane, Nuneaton, Warwickshire CV10 8NL

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Outcome

Park Lane Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The Head of School is Alexandra Ladbury and the executive headteacher is Justin Creasey. The school is part of the Griffin Schools Trust, which means other people have responsibility for running the school. The trust is run by the chief executive officer (CEO), Anne Powell, and overseen by a board of trustees, chaired by Mike McCreedy.

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What is it like to attend this school?

The school is at the heart of its community. Its family-friendly ethos contributes positively to happy, enthusiastic pupils, who flourish and thrive. The school sets out core values for pupils to live by. These include the uniqueness of every child, leadership, courage and wisdom. These are seen throughout the school in the way that pupils interact with each other. Pupils strive to meet the high expectations the school has for their achievement. Pupils achieve well across a range of subjects, including pupils with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Pupils are polite and well mannered. Pupils enjoy coming to school. They play happily together. Pupils particularly love outdoor play on the school’s playgrounds and field.

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What is it like to attend this school?

The school ensures that pupils play an active part in school life in and beyond the school. Pupils enjoy the wide range of local and national visits. They benefit from arts experiences, sports and residential trips. The array of clubs on offer to pupils is extensive. These experiences help prepare pupils for their future roles as responsible citizens. Pupils are proud of their school and enjoy all that the school has to offer. 7 and 8 May 2025

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

Leaders and the trust are ambitious for all pupils. The school has created a purposeful environment where pupils are enthusiastic to learn. Pupils with SEND have their needs carefully and accurately identified. Staff adjust the support needed to ensure that everyone accesses the curriculum and experiences success. Pupils achieve well in the national assessments. As a result, pupils are successfully prepared for the next stage in their education.

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

Reading is a central thread to learning at Park Lane Primary. Staff are well trained and supported in the teaching of phonics. The school quickly identifies any pupils who need extra help in reading. Pupils achieve well in phonics and go on to be fluent readers. Everyone has access to high-quality reading resources. These include a wide range of novels, poems and plays that reflect the diverse world in which we live. Books and authors are celebrated in vibrant corridors and learning spaces. Staff create a buzz around reading. Pupils talk confidently about books they enjoy and books that they would recommend to others.

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

Children in the early years get off to a strong start. Staff are well trained in teaching language and communication skills. Children learn to use mathematical vocabulary to explore number both indoors and outdoors. Across the school, there is consistency in the teaching of mathematics. Pupils are supported to use mathematical language to share their learning.

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

The curriculum beyond English and mathematics has been recently reviewed and carefully thought through. The school has identified what it wants pupils to learn and by when. However, pupils’ learning is variable across subjects. Sometimes, teaching moves on before checking that pupils understand key knowledge and skills well enough.

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

Right from the start, two-year-olds in ‘Mini Griffins’ learn to follow school routines. Relationships with adults are positive, and this is a strength across the school. Older pupils are very positive role models, playing with younger children in outdoor play and learning. The range of creative and imaginative play on offer at lunchtimes is extensive. This makes social times enjoyable and exciting experiences for everyone.

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

Pupils know about fundamental British values. They are taught about individual liberty and how to express their ideas. Pupils across the school learn about democracy. They elect pupils to the many varied leadership roles on offer. Pupils speak with maturity about various topics, including healthy relationships and how to keep themselves safe. Pupils keenly engage in a variety of sports and music events both in school and with other trust schools.

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

Punctuality and attendance in school have significantly improved in recent years. Pupils arrive at school ready to complete a daily mile on the school track. The school works closely with families to overcome any barriers to attendance. This work is having a positive impact on pupils. 7 and 8 May 2025

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The school has created an environment where families feel a sense of belonging. Many parents and carers recognise what the school does for their children. In addition, staff feel supported. Leaders are considerate of staff workload and well-being.

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Governors and trustees ensure that the school’s high ambitions and values are realised. They know the school well and provide appropriate support and challenge in equal measure. There is a drive and determination to continue to give pupils the best quality of education possible.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some foundation subjects, the school does not routinely check that pupils are fully secure with prior learning before they move on to new content. This means that pupils do not always build on their prior knowledge as well as they should. The school should make sure that teachers check that pupils have understood what has been taught, so that misconceptions and gaps in learning are quickly addressed before new learning is introduced.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019. 7 and 8 May 2025

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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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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). 7 and 8 May 2025

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School details

Dates of previous inspection 15 and 16 October 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Griffin Schools Trust, which contains 12 schools.  The school provides education for two-year-old children.  The school provides wraparound care in the form of before- and after-school provision.  The school does not use any alternative provision.

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Information about this inspection

 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. 7 and 8 May 2025

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 During the inspection, the inspector met with a range of school staff and held regular meetings with leaders. The inspector also met with representatives of the local governing board including the CEO of the trust. The inspector spoke with the chair of the trust board.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector 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 the pupils’ interests first.  The inspector reviewed responses to Ofsted’s parent and staff surveys.  The inspector spoke to staff to gather their views about the school, including workload and well-being. The inspector met with groups of pupils and spoke informally to pupils

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Inspection team

Pamela Matty, lead inspector Ofsted Inspector 7 and 8 May 2025

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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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