Parkside Community Primary School

Parkside Community Primary School

Address: Beechwood Lane, Heathfield, East Sussex, TN21 8QQ Unique reference number (URN): 114482

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders’ work to improve pupils' attendance has a highly positive impact. Despite a small dip in published attendance information in 2024/25 for a small number of pupils, overall attendance has increased across year groups. Persistent absence has been reduced significantly. Attendance of pupils with additional barriers is above local authority and national averages. Leaders' actions to improve and sustain high levels of attendance are robust and thorough. Leaders adopt meticulous approaches to build and sustain relationships with parents and carers where necessary.

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Attendance and behaviour Strong standard

Pupils' behaviour and attitudes to learning are exemplary. At breaktimes, pupils play positively. They cooperate well during team games and take turns independently. Pupils model self-discipline and integrity. They accept the rules of games, such as the popular ‘four square’, and use the school's outdoor gym equipment respectfully. Young children in pre- school and Reception Year are very well regulated and show impressive levels of resilience and cooperation. Pupils understand what staff ask of them. They rise to meet staff's high expectations throughout the school day, in class and on the playground. Staff and pupils have very positive relationships. Pupils follow the school’s routines consistently. Vulnerable pupils, including pupils with special educational needs and/or disabilities, are supported through personalised provision highly effectively.

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Inclusion Strong standard

Leaders have a very secure, detailed understanding of children’s needs. They work in close partnership with parents and carers, the virtual school and external professionals to ensure that pupils receive the precise support that they need. Leaders analyse the impact of their support rigorously and systematically. They respond swiftly to any areas of concern. This has a notable positive impact on the achievement of pupils who have barriers to their learning, attendance and wellbeing. Staff offer pupils, including those who face other barriers and those with special educational needs and/or disabilities, expert support and guidance. Leaders ensure that staff have appropriate training to do this consistently well. Staff are highly knowledgeable and committed to inclusive practice. They remove pupils' barriers to learning and wellbeing highly effectively.

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Inclusion Strong standard

Leaders have developed positive, child-centred strategies that use additional funding well for pupils who are experiencing disadvantage. Leaders analyse pupils' progress systematically and implement additional help for pupils where needed. This includes supporting pupils' wellbeing, for example ensuring that disadvantaged pupils attend clubs and enrichment activities. Leaders ensure that all pupils access the school's provision successfully. Pupils consistently thrive throughout their school days. For example, a number of pupil-led lunchtime clubs offer leadership opportunities and specific support for individual pupils.

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Personal development and wellbeing Strong standard

The school's personal development curriculum is extensive, highly responsive to pupils' needs and coherently designed. It is broad and reflects the needs of the pupils in school. Leaders carefully check how well pupils learn and understand the curriculum. Pupils develop deep, detailed knowledge and skills of the personal development curriculum. Leaders help pupils to gain a mature understanding of diversity. Pupils engage with older people in the local community through charity work organised by the school, enhancing children’s learning while fulfilling a social need. Additional funding is sourced well to ensure that all pupils, including those experiencing vulnerability, can learn an instrument or take part in additional tutoring. This support has a demonstrable impact on pupils' wellbeing and self-confidence.

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Personal development and wellbeing Strong standard

Pupils have detailed knowledge of how to keep themselves safe online and offline. They understand the importance of fostering respectful relationships with their friends. Programmes for sports and physical and mental health are highly effective. Pupils show an impressive knowledge of British values such as democracy and the rule of law, including how these are lived out in day-to-day life. Thoughtfully planned educational visits give pupils a thorough understanding of the Parkside values. For example, pupils demonstrate resilience when on trips away from home and show determination to try their best, even when under pressure. Pupils demonstrate responsibility through the many opportunities to take on purposeful leadership roles. These include organising games as play leaders, taking part in setting up events and sports days, and helping their peers to use the library. Pupils look after animals in the school farm with genuine care. Pupils want to help each other and

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Personal development and wellbeing Strong standard

provide help to those who find play or learning harder than others. Leaders foster a clear sense of belonging for pupils at the school.

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Achievement Expected standard

Pupils progress securely through the curriculum. Pupils with special educational needs and/or disabilities and other barriers to their learning gain the knowledge and skills they need to move to their next steps of learning. Pupils read well. They generally use their phonics knowledge effectively, such as to help them spell unfamiliar words in their writing. Pupils have appropriate understanding of the curriculum beyond English and mathematics. They explain their learning, use subject-specific vocabulary skilfully and strengthen their knowledge and skills over time. For example, in art, pupils use increasingly sophisticated artistic techniques with precision.

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Achievement Expected standard

Published outcomes for pupils in reading, writing and mathematics over time are generally positive and broadly in line with, or above, national averages. However, some pupils' writing skills are not as secure as they could be. Pupils' letter formation is typically accurate, but some pupils still struggle with this.

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Curriculum and teaching Expected standard

Leaders have ensured that the curriculum is generally taught well. Pupils who are at the early stages of learning to read do so appropriately. In phonics lessons, staff model sounds precisely and question pupils appropriately, helping to build pupils’ phonics knowledge cumulatively. Overall, leaders have designed an ambitious curriculum that sets out the knowledge and skills they want pupils to learn. These are matched to pupils’ stages of learning and help pupils to work towards appropriate end points. Pupils have clear opportunities to revisit their learning. For example, pupils regularly practise calculation and problem-solving activities in mathematics.

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Curriculum and teaching Expected standard

Across year groups, staff have secure subject knowledge. This helps teachers to explain learning clearly, illustrating ideas with practical examples where helpful. Staff plan engaging, purposeful activities that are well matched to pupils' needs. The school identifies pupils who require additional support accurately. Staff adapt the curriculum and lesson activities skilfully, helping to build pupils' knowledge over time, including disadvantaged pupils and those with other barriers to their learning. However, in a small proportion of lessons, some pupils make errors or develop misconceptions that are not addressed. For example, pupils' errors in writing fluency and letter formation are not addressed as consistently well as they could be.

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Early years Expected standard

Leaders have established a curriculum that builds on children’s interests and supports the development of key knowledge that they will need for the future. Learning is supported by well-chosen texts that encourage children to make links in their learning. Teachers align activities closely with curriculum aims and deliberately focus on the essential knowledge and skills that children need. In pre-school, leaders check how well children are learning in preparation for Reception Year and Year 1. Provision for 2- and 3-year-olds is carefully matched to children's developmental needs. Systems for the early identification of children's needs are clear, embedded and effective.

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Early years Expected standard

Staff are well trained, and their interactions with children are consistently high quality. Staff follow children’s ideas through purposeful play and extend children's thinking and language skilfully. Reading is prioritised throughout the curriculum and the early years learning space. Phonics is taught well, helping children to be secure in their knowledge and ready for Year 1. Children play together cooperatively and know class routines well. Partnership work with parents and carers is supportive and focused on each child's individual needs successfully. Although a small proportion of children are not as secure in writing as other areas of the early years curriculum, leaders have identified this and have acted quickly to respond.

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Leadership and governance Expected standard

Leaders have a secure understanding of their school and the community that they serve. Priorities identified are appropriate and aligned to their clear evaluation of the impact of their work. Leaders have developed systems to check that their work drives improvement in the best interests of pupils. Leaders are open, honest and have clear moral purpose. They foster respectful relationships with staff. Leaders ensure that staff receive a suite of effective training, including professional learning around areas such as inclusive practice, speech and language and managing behaviour. Staff receive regular feedback around teaching. This helps to build staff expertise and positively impacts staff's understanding of inclusion and how to support pupils with barriers to their learning.

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Leadership and governance Expected standard

Governors are clear about the school’s vision and ethos. They set out the school's aims and ethos clearly. Leaders state that they are ‘proud to be Parkside’ and value how the staff team is committed to pupils' learning and wellbeing. Governors understand their statutory roles and responsibilities well. Governors complete their training systematically and fulfil their legal duties, such as reviewing policies and practice, carefully. Leaders and governors pay close attention to staff wellbeing. Governors ask about the wellbeing of staff frequently and directly. Staff feel well supported. Mostly, parents are positive about the school. They say that pupils feel happy and safe in school. Parents of pupils with special educational needs and/or disabilities say that they are well supported and that the school is responsive to pupils' needs.

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What it's like to be a pupil at this school

Pupils are very proud of their school. They take care of the school environment responsibly. Pupils tidy up after themselves and show independence throughout the school day, in classrooms and on the playground. Pupils say that bullying does not worry them as it is not a part of school life and adults would resolve issues quickly if they ever happened. Pupils with special educational needs and/or disabilities have their needs identified precisely from the start of their time at school. Staff help vulnerable pupils and remove barriers to their learning and wellbeing successfully. Pupils are conscientious. Older pupils act as role models for younger ones and keenly help other pupils with barriers to their learning. Pupils' attitudes to learning are very positive. They know the school's routines well and feel safe.

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What it's like to be a pupil at this school

Pupils can describe aspects of the school's values, such as ‘determination’ and ‘independence’, confidently. Pupils are reflective and have a mature insight into the world around them. For example, they build their independence to help them prepare for the move to secondary school and for life outside of school. Pupils benefit from a range of opportunities to develop their leadership skills and contribute meaningfully to the school community.

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What it's like to be a pupil at this school

Where teaching is most effective, pupils recall their knowledge of the curriculum well. Pupils can explain what they have learned and how they apply this. However, in some lessons staff do not consistently check pupils’ understanding as effectively as they could. As a result, a small proportion of pupils have misconceptions that are not addressed, leading to gaps in pupils' knowledge. Pupils attend school regularly. Those with barriers to their attendance respond well to leaders' efforts to coordinate personalised approaches that improve their attendance. By the end of key stage 2, most pupils achieve securely in reading, writing and mathematics and are well prepared for their next stage of education.

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Team inspectors:

Michelle Payne, His Majesty's Inspector Gavin Thomas, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

Leaders should ensure that staff further develop practice to check pupils' understanding so that they can consistently identify and correct pupils’ errors and misconceptions. Leaders should ensure that pupils strengthen their foundational knowledge and skills in handwriting, ensuring that any gaps are addressed and closed quickly.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other school leaders. Inspectors spoke with the chair of governors and other members of the governing body. Inspectors also spoke to a representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The schools runs an on-site pre-school provision. Children can currently join the pre-school from the age of 2.

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About this inspection

The school does not use any alternative provisions.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support. National average: 3.5%

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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national average

2023/24 (final) 63% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 11.4% 13.3% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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