Parkside Primary School

Inspection of Parkside Primary School Western Road, Goole, East Yorkshire DN14 6RQ

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 10 and 11 June 2025

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What is it like to attend this school?

This is a school where diversity is celebrated. In the words of one pupil, representing the thoughts of many, ‘We try to make everyone feel welcome here’. Pupils are happy at this school and feel safe.

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What is it like to attend this school?

Pupils behave well. They are polite and courteous and enjoy showing visitors around their school. Pupils are calm and respectful. Staff support pupils to manage their emotions and regulate their behaviour effectively. Bullying rarely happens but is dealt with when it occurs.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. These aspirations are not reflected in the school’s published outcomes. However, improvements to what pupils learn mean they are making much better progress through the curriculum.

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What is it like to attend this school?

Pupils have many opportunities to develop their wider interests and skills. For example, they take part in regional singing concerts, sports tournaments and talent shows. They enjoy problem-solving and learning about the natural environment in the school’s wilderness area.

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What is it like to attend this school?

Pupils apply and are elected to various leadership roles at the school. This helps to develop their understanding of democracy and sense of responsibility. For example, pupil librarians support younger pupils with their reading. Pupils on the school council help to decide on school improvements such as new playground equipment.

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

The school is highly inclusive and welcoming. It has implemented improvements to the curriculum that are now benefiting all pupils. For example, a new mathematics curriculum has been recently introduced. This is successfully addressing gaps in pupils’ knowledge. Similarly, the school has invested in substantial programmes of support for early reading and spelling. This is having significant impact. Children in early years receive a well- considered programme of education that effectively prepares them for key stage 1.

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

Teachers have secure subject knowledge. They regularly check pupils’ understanding through assessment and retrieval tasks such as ‘flashback fours’. They teach lessons which are logically sequenced. This allows pupils to develop their understanding of these subjects. Pupils recap prior learning which helps them to remember important knowledge. For example, in science pupils recall the names of different bones before learning about the role of the human skeleton.

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

Although the curriculum is well organised, the implementation of it sometimes varies in some subjects. Teaching is less effective in some subjects than in others. The school does not always pick up on this variation.

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

Recent improvements to the curriculum are now having an impact across some outcomes in published assessments. For example, there have been improvements in pupils’ 10 and 11 June 2025

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achievements in phonics and mathematics timetables checks. Children in the early years progress well from their starting points. Some improvements to the curriculum are still being refined. At present, several published outcomes for pupils at the end of key stage 2 are significantly below national average. Current pupils are making better progress through the curriculum.

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The needs of pupils with special educational needs and/or disabilities (SEND) are quickly identified. They receive a range of interventions that help them to learn the curriculum. Pupils with social, emotional and mental health needs are supported effectively by trained staff, through technological adaptations and ‘brain breaks’. Pupils in the ‘treetops’ enhanced resource provision receive excellent support through adaptive teaching strategies and strong relationships with staff.

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The school prioritises reading. Pupils receive a strong programme of phonics support. Children in early years learn to practise sounds and letters through fun and engaging dance actions. The weakest readers receive expert intervention that is precisely matched to their reading level. This helps them become accurate and fluent readers. Pupils who speak English as an additional language make strong progress from their starting points. Pupils develop a love of reading. They talk with enthusiasm about their favourite stories and novels.

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The school has introduced a new behaviour policy. This is based on pupils having positive regard for each other. The new policy has had an impact and behaviour across the school is generally calm. The school uses suspensions as a last resort. Pupils who have been suspended are effectively reintegrated to the school. Children in early years learn the behavioural routines they need to be successful in Year 1. The school reinforces positive messages about the importance of attendance. Most pupils attend school regularly.

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The school provides a thorough programme of personal development. Pupils explain how they keep themselves healthy and how to manage friendships. They can explain how to keep themselves safe online and differences between world faiths. Pupils confidently recall and explain the importance of different British values. They are clear about the importance of tolerance and respect of others.

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Leaders have supported staff through recent changes at the school. Staff are positive about their workload. Leadership is stable and the school is rapidly improving. Governors provide effective support and challenge to school leaders.

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Safeguarding

The arrangements for safeguarding are effective. 10 and 11 June 2025

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(Information for the school and appropriate authority)

 Leaders have introduced new strategies to improve pupils’ achievement and outcomes in core curriculum subjects. These strategies are still being refined and embedded. It is too early to see their full impact. The school should ensure that the new strategies and approaches are well embedded and that all pupils achieve as well as they should.  Quality assurance of curriculum implementation is not consistent across all subjects. This means that variation in curriculum implementation is sometimes not identified or addressed. The school should ensure that quality assurance of curriculum implementation is embedded across all subjects and that this improves the consistency of teaching across subjects.

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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). 10 and 11 June 2025

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School details

Local authority East Riding of Yorkshire

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 3 and 4 March 2020, under section 5 of the Education Act 2005

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Information about this school

 The school does not currently make use of any alternative provision.  The school has an enhanced resource provision for communication and language. Seven pupils currently access this provision.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 10 and 11 June 2025

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 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.  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 spoke to senior leaders, including the headteacher and members of the local governing body.  Inspectors spoke to a representative from the local authority.  Inspectors carried out deep dives in these subjects: mathematics, early reading, science, physical education and design and technology. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to

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teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  Inspectors evaluated responses from parents to Ofsted’s online survey. They spoke with some parents. Inspectors also evaluated the responses that staff and pupils made to Ofsted’s online surveys.

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Inspection team

Chris Carr, lead inspector His Majesty’s Inspector

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Inspection team

Sinead Fox Ofsted Inspector 10 and 11 June 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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