Parkland Infant School

Parkland Infant School

Address: Brassey Avenue, Eastbourne, East Sussex, BN22 9QJ Unique reference number (URN): 144659

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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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Early years Strong standard

Children engage extremely well in a rich and ambitious range of activities across all areas of learning. They access high ‑ quality opportunities in reading, writing and mathematics, securing strong foundations that are evident in their confident application of knowledge. Provision for children with special educational needs and/or disabilities and those who are disadvantaged is highly effective. Skilled staff deliver sharply targeted interventions that close gaps rapidly and enable pupils to thrive.

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Early years Strong standard

Practice is consistently purposeful. Activities are meticulously planned, and children demonstrate sustained focus and high levels of independence. They articulate their learning with clarity, using increasingly sophisticated vocabulary modelled and rehearsed by staff. Feedback is precise and developmental, ensuring children improve the accuracy and quality of their work. Inclusive practice is embedded, and targeted support ensures every child benefits from the full curriculum.

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Early years Strong standard

Children are settled, confident and deeply immersed in learning. Interactions are of consistently high quality, promoting language, reasoning and curiosity. Children make impressive progress across the early years curriculum.

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Early years Strong standard

Leadership of early years is highly effective. Leaders and trustees show deep understanding of early years, ensuring continuous refinement of practice. Secure partnerships with nurseries and parents strengthen transition. Children leave early years very well prepared for Year 1, benefiting from nurturing, rigorous and inspiring provision.

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Inclusion Strong standard

Support for pupils with special educational needs and/or disabilities is excellent. Leaders identify, assess and meet pupils’ needs with precision, helping them to rapidly reduce barriers to learning and wellbeing. Staff use adaptations skilfully so pupils feel they belong and they thrive. The school’s ethos is deeply inclusive. Leaders have embedded highly effective systems for identifying and supporting pupils' needs. Some aspects of practice go beyond what is typically seen, including support for pupils with medical needs and their families.

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Inclusion Strong standard

Leaders have developed and embedded a comprehensive framework of support that effectively meets the needs of disadvantaged pupils and those known or previously known to social care. Leaders implement their approach in a systematic and sharply targeted way. Multi ‑ agency working is highly effective, ensuring that pupils receive coordinated support that removes barriers quickly.

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Inclusion Strong standard

Leaders and trustees have a deep and secure understanding of inclusive practice and promote it tirelessly. The trust and the school invest strategically in high-quality training to sustain the school’s strong practice and ensure continuous professional development for staff. Across the school, systems for monitoring and measuring pupils’ progress are robust and effective to find the best in every pupil.

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Personal development and wellbeing Strong standard

Leaders provide strategic, coherent and ambitious leadership of personal development and wellbeing. They articulate a clear vision that prioritises pupils’ character, safety and readiness for life beyond school. Leaders evaluate provision systematically and adapt it responsively, ensuring that the personal development offer remains purposeful, inclusive and aligned with pupils’ emerging needs. Their oversight ensures that staff understand their roles in promoting pupils’ wellbeing and that provision is consistently implemented across the school.

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Personal development and wellbeing Strong standard

The personal development programme is well sequenced and promotes pupils’ social, moral, spiritual and cultural development effectively. Pupils learn to reflect, show empathy and appreciate diversity. The personal, social, health and economic education curriculum is age ‑ appropriate, well structured and rooted in safeguarding principles. Pupils are taught explicitly about online and offline risks, including healthy relationships, consent, digital footprints and personal safety. As a result, pupils develop secure knowledge that helps them to navigate risk and make informed choices.

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Personal development and wellbeing Strong standard

Pupils demonstrate a strong and growing understanding of fundamental British values. They speak confidently about democracy, respect and individual liberty, and they recognise how these values shape expectations within the school community. Leadership roles, debate opportunities and pupil voice forums deepen pupils’ understanding of responsibility and citizenship.

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Personal development and wellbeing Strong standard

The school’s approach to personal development is highly inclusive. Leaders know pupils and their families well, enabling them to tailor opportunities for those who are disadvantaged or who have special educational needs and/or disabilities. Provision is carefully adapted so that all pupils can participate fully in enrichment, leadership and wider curriculum experiences. This ensures equity of access and fosters a strong sense of belonging.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective and precisely targeted. Staff identify pupils’ emotional and mental health needs early and respond through nurture spaces, structured playtime interventions and emotional health support. This caring offer ensures that pupils feel safe, valued and well supported, and it enables those with the greatest needs to thrive.

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Achievement Expected standard

Pupils achieve well across the curriculum. The school prepares pupils well for their next key stages. Strong early years provision ensures that children have firm foundations in place as they move into Year 1. Achievement in phonics has improved over the last three years. Pupils now achieve highly, and above the national average. By the end of Year 2, pupils are very successful in reading, writing and mathematics. This achievement also extends to the wider curriculum, with pupils learning and understanding key content securely over time in subjects such as personal, social, health and economic education. Disadvantaged pupils and those with special educational needs and/or disabilities flourish and achieve very well from their starting points. Pastoral and learning support helps pupils to navigate obstacles to their wellbeing such as emotional challenges or health problems. This highly inclusive and

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Achievement Expected standard

nurturing school brings out the best in pupils and sets them up well for junior school.

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Attendance and behaviour Expected standard

Leaders provide strategic and effective oversight of attendance and behaviour, ensuring that expectations are clear and consistently reinforced. Whole ‑ school attendance remains slightly above national figures, demonstrating the positive impact of leaders’ sustained work. They analyse patterns closely and act swiftly to support pupils who face barriers to regular attendance, including those with complex needs. Persistent absence has reduced because leaders intervene early and maintain rigorous follow ‑ up. However, disadvantaged pupils continue to attend less well than their peers. Leaders, trustees and governors are rightly focused on re-doubling their efforts to reduce the absence of these pupils.

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Attendance and behaviour Expected standard

Behaviour across the school is calm, respectful and purposeful. Pupils show strong attitudes to learning, engaging positively and sustaining focus. They report that bullying is rare, and they trust staff to address any concerns quickly and effectively. The school culture does not tolerate discrimination, harassment, abuse or violence, whether online or offline. Incidents are dealt with consistently and with clarity. Inclusive approaches underpin behaviour systems, with well ‑ judged adaptations for pupils with special educational needs and/or disabilities that enable them to behave well and participate fully. Playtimes are safe and harmonious. Staff respond confidently to low ‑ level issues, ensuring a settled and orderly environment throughout the day.

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Curriculum and teaching Expected standard

Leaders, trustees and governors show suitable understanding of the strengths and weaknesses of pupils' curriculum experiences. Leaders have focused on improving phonics teaching with great success. Staff training is well-considered to ensure that the school's curriculum is clearly sequenced across the subjects. Highly effective provision in early years gives children a flying start. As they work through activities in Reception, children acquire secure skills in reading, writing, communication, writing and spelling. Across the school, teachers plan and design tasks with skill to help pupils with special educational needs and/or disabilities to make strong progress. Pupils access tasks well with excellent adaptations and thoughtful support. The school's impressive pastoral care helps pupils to be ready to learn and thrive.

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Curriculum and teaching Expected standard

Teaching is typically high quality. Teachers present and explain content well, reflecting their secure subject knowledge. In most instances, teachers provide pupils with targeted feedback that addresses gaps in learning and helps them to improve their work. Leaders are working to ensure this high standard is fully consistent across the school. Where some learning activities require more precise design and assessment, the school and the trust are already taking action to strengthen these areas, ensuring all pupils consistently learn and remember key knowledge across the curriculum.

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Leadership and governance Expected standard

Leaders provide caring, strategic and purposeful leadership that places pupils’ best interests at the centre of all decision making. Leaders understand the school’s strengths well and have identified clear priorities for improvement, particularly in refining curriculum evaluation and strengthening provision for pupils with additional needs. Leaders act with integrity and moral purpose, ensuring that actions are focused on securing the best possible outcomes for pupils.

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Leadership and governance Expected standard

Trustees meet their statutory duties with diligence. Governors offer regular support and challenge to ensure effective oversight of curriculum strengths and areas for development. Trustees maintain appropriate oversight and ensure that safeguarding and statutory responsibilities are fulfilled. Staff wellbeing is a high priority. Staff feel valued and well supported, noting that leaders manage workload thoughtfully and respond promptly to concerns. Professional learning is well developed. Staff benefit from training that enriches their expertise and aligns with whole ‑ school priorities, contributing to a culture of continuous improvement.

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Leadership and governance Expected standard

Engagement with parents, professionals and the wider community is positive. Parents and carers describe a warm, nurturing ethos and speak highly of the care their children receive. Many highlight the dedication and kindness of leaders and staff, and the warm relationships that underpin pupils’ happiness and success. Leaders work constructively with external agencies and community partners to enhance provision and ensure that pupils and families receive timely, well ‑ coordinated support. Pupils with special educational needs and/or disabilities particularly thrive here because of the highly inclusive ethos inspired by leaders, trustees and governors.

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

The day begins with a warm smile at Parkland Infant School. Leaders and staff greet pupils in a friendly and nurturing way each morning. As a result, pupils feel happy and safe. They treat one another with kindness and respect, so they do not worry about bullying. Pupils behave very well, try their best and show enthusiasm for their learning. Warm relationships and high expectations underpin the calm and purposeful environment across the school. Pupils flourish because this highly inclusive school identifies, nurtures and promotes their unique talents and interests.

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

Pupils develop emotionally and academically through the school’s enriching experiences caring for the diverse range of animals on site. They are proud to look after the bees, llamas, goats, chickens and ducks. Pupils learn how to feed them and keep them clean, safe and healthy. The school provides rich opportunities, including exciting trips and visits, which broaden pupils’ horizons and give them inspirational life experiences. These opportunities strengthen pupils’ sense of belonging and help them to overcome challenges. The extracurricular offer is impressive and ensures that every pupil can find something that interests them. Leaders prioritise disadvantaged pupils so they benefit fully from these opportunities. Leaders have improved attendance, although it remains a challenge. Disadvantaged pupils still miss more school than their peers, but leaders’ actions are addressing this.

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

Children settle quickly in early years, where well ‑ established routines help them to collaborate, share and learn with joy and focus. As pupils move through the school, they achieve particularly well in reading. Pupils with special educational needs and/or disabilities thrive. The school is highly inclusive, offering excellent pastoral care and learning support to identify and meet pupils’ needs effectively. As a result, pupils are well prepared for junior school after their happy and successful start here.

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Next steps

Leaders should ensure that teachers consistently identify and address gaps in pupils' learning to help them achieve even more highly across the whole curriculum. Leaders should continue their focus on raising the attendance of disadvantaged pupils.

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About this inspection

This school is part of Swale Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Michael Wilson, and overseen by a board of trustees, chaired by Paul Goodson.

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About this inspection

The school is part of a federation called The Parkland 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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About this inspection

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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About this inspection

Inspectors spoke with the headteacher, senior leaders, teachers, support staff, trust leaders and the chair of governors during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently does not use any alternative provision.

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About this inspection

There have been significant changes to staffing since the previous inspection, including the appointment of several new teachers.

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Team inspectors:

Kate Owbridge, Ofsted Inspector Maria Roberts, 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?

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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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 (3 term) 5.8% 5.2% Close to average

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national average

2022/23 (3 term) 6.2% 5.9% 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 (3 term) 16.4% 13.0% Close to average

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national average

2022/23 (3 term) 15.7% 16.2% 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.

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Urgent improvement

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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