Park Hill Junior School

Park Hill Junior School

Address: Parkfield Drive, Kenilworth, Warwickshire, CV8 2JJ Unique reference number (URN): 125552

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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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Inclusion Strong standard

Park Hill is a very special place where all pupils are fully included and thrive. Staff and governors share a clear vision and strong commitment to provide the best opportunities for all pupils. This is at the forefront of the school’s work.

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Inclusion Strong standard

Leaders know pupils and their families well. They swiftly and accurately identify pupils' needs and potential barriers to their learning and wellbeing. They leave no stone unturned to remove those barriers to enable all pupils to succeed. Leaders and staff work closely with a range of external specialists to support this work.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities, including those who attend the specially resourced provision, ‘Ravenhall’, are incredibly well supported to benefit from all that the school has to offer, academically, socially and personally. Staff are well trained to ensure that support for pupils learning of the curriculum is adapted effectively to meet the increasingly diverse needs of pupils. This includes pupils who are known, or previously known, to social care.

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Inclusion Strong standard

Leaders ensure that extra funding is used in highly effective ways to provide tailored support for disadvantaged pupils. They make careful and effective use of alternative provision that they decide to use, to ensure that pupils’ needs are met.

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Personal development and wellbeing Strong standard

Leaders are passionate about ensuring that every pupil benefits from a high-quality and effective personal development programme. The school’s ‘enrich’ values and a carefully chosen range of opportunities ensure that staff prepare all pupils incredibly well for life beyond school.

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Personal development and wellbeing Strong standard

Leaders and staff use their deep knowledge of pupils, families and the community to offer a range of experiences that develop pupils’ confidence, resilience and character. Leaders carefully adapt the offer to make sure that every pupil can benefit. Events such as ‘mother- tongue’ days, help pupils to learn about and value their local community. Leaders ensure that pupils experience authentic voices. For example, they invite a diverse range of parents into school to talk about celebrations and beliefs, including Thanksgiving and Diwali.

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Personal development and wellbeing Strong standard

Leaders’ carefully considered assemblies include explicitly teaching pupils important oracy skills. Leaders and staff help pupils to find out more about the wider world and to answer big questions in creative ways. Pupils take on meaningful roles which benefit the school community and develop valuable leadership skills. For example, house captains help to raise money for the school and anti-bullying ambassadors support their peers on the playground.

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Personal development and wellbeing Strong standard

A wide range of clubs and extra-curricular sports and arts events provide pupils with rich opportunities. These are carefully tailored to match pupils’ needs and interests. For example, an extra-curricular ‘coding club’ and choir events are very popular with pupils and

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Expected standard

provide them with opportunities to explore new interests and develop their talents. All pupils are encouraged and supported to take part.

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Expected standard

Pupils benefit from pastoral support that is thoughtfully adapted to their individual needs. They know that staff listen and respond quickly if they have any worries. Leaders ensure that pupils are taught how to keep themselves safe. Pupils learn how to stay mentally and physically fit and confidently talk about healthy relationships and the benefits of healthy eating.

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Achievement Expected standard

Pupils at Park Hill, including those who are disadvantaged, achieve highly in national tests. In many measures, they attain above national averages. All pupils, including pupils with special educational needs and/or disabilities (SEND), typically learn well across curriculum subjects. For example, they learn simple vocabulary in French and the subject-specific skills they need to carry out practical investigations in science. Pupils who attend the specially resourced provision for pupils with SEND achieve well. Their success includes their broader skills, such as being able to be in a classroom with peers and take a full part in school life.

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Achievement Expected standard

Disadvantaged pupils, those with SEND and pupils known to social care make effective progress from their starting points. This is because staff understand their needs and provide effective support. By the time that they leave the school, pupils are ready for the next stage of their education. They move to secondary school with the foundations they need to succeed.

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Attendance and behaviour Expected standard

Leaders have a sharp focus on school attendance. They know pupils and families very well and provide effective support for those who need extra help to attend as often as they should. Leaders work closely with external professionals, where needed, to remove any barriers to pupils' attendance. As a result, pupils’ attendance is typically above average, including for pupils with special educational needs and/or disabilities and those who are disadvantaged.

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Attendance and behaviour Expected standard

Pupils behave well around school. They enjoy their lessons and are keen to learn. There are some small inconsistencies in staff's expectations, but where expectations are highest, pupils rise to meet them admirably. Pupils who sometimes need a little extra help benefit from subtle, effective adaptations to support, based on leaders’ secure understanding of their needs. Leaders place a high value on pupils being tolerant and understanding towards others. Relationships between staff and pupils are firmly built on deep respect. Bullying is not tolerated and it rarely happens. Older pupils take on roles such as ‘buddies’ to support younger pupils. As a result of leaders' work, Park Hill is a harmonious place for learning.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum and how it is delivered. When teaching is at its best, engaging lessons enthuse pupils to learn. However, there are some small inconsistencies in classroom teaching which mean that leaders’ vision is not consistently achieved. Leaders recognise this and have identified appropriate priorities for improvement. Leaders are ambitious to improve teaching further.

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Curriculum and teaching Expected standard

The content of the curriculum is well ordered so that through teaching pupils can build on their previous learning. Staff teach pupils the important content and skills they need for subsequent learning. Leaders make sure that teaching focuses on building the secure foundations that pupils need in reading, writing and mathematics. This means that they are being prepared well for their next stages of learning. That said, there is some variability in how some pupils present their work in their books.

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Curriculum and teaching Expected standard

Teachers draw on their secure subject knowledge. They use a range of effective actions to enable all pupils to access the curriculum. Where additional help is needed, staff provide skilful, targeted support to close any gaps in pupils' knowledge. Adaptations to teaching for pupils with special educational needs and/or disabilities, and for those who are disadvantaged, are effective and enable pupils to learn the right things, in the right order.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, have an accurate understanding of the school’s current strengths and areas to develop further. A relatively new leadership team has carefully navigated a period of change while maintaining and improving opportunities for all pupils. The recent addition of a specially resourced provision, ‘Ravenhall’, has been very successful and is having an incredibly positive impact on the school and pupils.

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Leadership and governance Expected standard

Leaders are role models and have high expectations of staff and pupils. They have identified clear, key priorities and have carefully planned a coherent professional learning programme for staff. Staff value this and feel very well supported. Leaders, and governors, take careful account of staff wellbeing and workload. Staff say that leaders put pupils at the heart of everything and are very proud to work at the school.

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Leadership and governance Expected standard

Governors share leaders’ strong vision. They very ably support and challenge the school. They bring a range of expertise that strengthens leaders’ decision making. Governors are sharply aware of their statutory responsibilities and fulfil them very effectively.

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Leadership and governance Expected standard

Leaders work closely with a range of external agencies and specialists, who all refer to the positive difference that the school makes for all pupils. Parents and carers speak very highly of the school. They value the nurturing atmosphere, pastoral care and the progress pupils make academically and personally.

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

Every pupil receives a warm welcome at this friendly, inclusive school. Staff nurture pupils and know them well. Pupils are incredibly proud of their school and attend often. Pupils feel safe and thrive, whatever their starting points. Published outcomes from key stage 2 national tests indicate that pupils attain in line with or above the national averages in reading, writing and mathematics.

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

Pupils embody the school’s ‘enrich’ values and are inspired to show, for example, compassion and heroism. Pupils behave well in lessons and around the school. At more social times of the day, there is always something to do and all pupils join in. Pupils enjoy learning and listen respectfully to their teachers and classmates. They are explicitly taught oracy skills. For example, in assemblies, pupils tackle big questions such as ‘what does the centre of the world look like?’ and ‘in the future, will people need compasses?’ Anti-bullying ambassadors take their responsibilities very seriously. They are well trained to understand what bullying is and how to intervene. Incidents of bullying are very rare.

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

Pupils with special educational needs and/or disabilities (SEND), including those who attend the specially resourced provision for pupils with SEND, ‘Ravenhall’, are fully included in learning and school life. They flourish alongside their classmates. A range of clubs and opportunities encourage pupils to try new activities and develop their talents. Educational trips, such as to the theatre, provide all pupils with valuable cultural experiences.

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

Pupils have a meaningful voice in school life. For example, members of the ‘eco committee’ plant trees and flowers in the school grounds to attract wildlife. The school's ‘digital champions’ help pupils to make safe choices online. A range of other roles give pupils important responsibilities around school. Pupils are incredibly well prepared for the wider aspects of life beyond school.

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Next steps

Leaders should ensure that their expectations of how the curriculum is delivered are clear and that teachers deliver it consistently across all subjects and year groups. Leaders should ensure staff's expectations of pupils are consistently high, so that pupils develop high levels of self-discipline and presentation in their work.

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About this inspection

The co-chairs of the board of governors in this school are Sue Casey and Rachael Jenkinson.

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About this inspection

This school is part of a federation called Thorns and Park Hill Federation.

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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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Team inspectors:

Gary Richards, Ofsted Inspector Jax Nicholls, Ofsted 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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What does this mean?

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

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What does this mean?

Inspectors spoke with the executive headteacher, deputy headteachers and other senior leaders during the inspection. The lead inspector also spoke with representatives from the local authority and some governors, including the co-chairs.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school includes provision for 8 pupils with specific communication and interaction needs in a specially resourced provision.

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What does this mean?

The school currently makes use of 2 alternative provisions, including one that is unregistered.

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What does this mean?

The executive headteacher took up her current role in September 2025.

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What does this mean?

Executive Headteacher: Lizzy Biggs 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.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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average

2024/25 (final) 66% 62% 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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average

2022/23 (final) 77% 73% Close to average

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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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average

2024/25 (final) 75% 72% Close to average

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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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average

2022/23 (final) 77% 73% Close to average

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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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national average

2022/23 (final) 64% 60% Close to average

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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

2023/24 (final) 67% 59% Close to average

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average

2022/23 (final) 64% 59% Close to average

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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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Persistent absence

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

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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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