Schools & FE · Report card

Park View Primary School

Inspected 19 May 2026 · published 26 Jun 2026 · URN 116237

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Summary

No overall grade in this frameworkSafeguarding met

Vanessa Mason (lead), Andrew Foster, Grace MacLean, Rebecca Mayman

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
19 May 2026
Inspectors verified
Andrew Foster, Grace MacLean, Rebecca Mayman, Vanessa Mason
Postcode verified
RG22 6RT
Name on report verified
Park View Primary School
Safeguarding verified
Met
URN verified
116237

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+86Very positivemore positive than 81% of reports of this type

In line with other reports of this type.

Praisestronghighly effectivehigh expectationsambitiouspositivethriveconfidentlyfeel safe

Criticismconcernsseriouspersistently absentgapsabsence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1328w+86
Leadership250w+92
Safeguarding51w−11
What needs to improve13w0

Strengths

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Concerns

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Leaders track behaviour patterns carefully, including serious incidents, and use this information to strengthen practice. p.4

Next steps

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Leaders should continue to strengthen oracy to help improve pupils' achievement in writing. p.6

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,642; about usual (typical 1698)
Reading level: Hard; Flesch 39, typical 43
Average sentence: 14 words
Next steps: 1; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 9%Safeguarding 2%What needs to improve 0%About the inspection 42%

Full report text

Park View Primary School

Address: Pinkerton Road, Basingstoke, Hampshire, RG22 6RT Unique reference number (URN): 116237

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Early years Strong standard

Children get off to a great start in the early years at Park View School because staff establish consistent routines and warm, nurturing relationships. The environment is carefully organised. Resources promote independence, purposeful play and sustained engagement. Staff prioritise communication and language, using high-quality interactions, rich vocabulary and shared thinking. This strengthens children’s ability to express themselves from the earliest stages. Children are given meaningful, daily opportunities to talk, problem-solve and practise new vocabulary.

p.2

Early years Strong standard

Phonics teaching is precise and firmly embedded from Nursery Year onwards. Staff check understanding through questioning and observation, identify gaps swiftly and provide targeted support. Staff prioritise reading, and children make strong progress from often low starting points. Writing develops securely because of a clear progression from gross motor skills to accurate letter formation, supported by well-modelled routines and purposeful mark making.

p.2

Early years Strong standard

Leaders sequence the curriculum thoughtfully, so children build the knowledge they need for the end of Reception Year. Staff adapt provision to meet individual needs, including for pupils with special educational needs and/or disabilities and disadvantaged pupils, and work closely with external agencies when required. Strong partnerships with parents ensure consistent support at home and school. As a result, children achieve positively and are very well prepared for Year 1.

p.2

Inclusion Strong standard

Leaders’ work is highly effective in removing barriers to pupils’ success. Leaders use robust systems to assess and review pupils’ needs with precision. They analyse information carefully and adapt provision skilfully. Leaders act on recommendations from outside agencies. They ensure that strategies are swiftly embedded in classroom practice and barriers to learning are removed. Class education plans reflect the school’s belief that what benefits the most vulnerable pupils benefits everyone. Adaptations such as movement breaks and visual supports are consistently part of everyday practice and help all pupils to learn successfully. Pupils in the resourced provision for deaf children receive high-quality teaching from trained staff who plan closely with mainstream teachers. These pupils participate fully in school life and model British Sign Language during whole-school events.

p.2

Inclusion Strong standard

The school strategically uses pupil premium funding, which strengthens pupils' access to learning and wider opportunities. Pupils known to social care receive highly coordinated pastoral and academic support. Staff build warm, trusting relationships with families, creating strong links between home and school. Initiatives such as 'Coffee and Chat' sessions and parent-and-child cooking sessions ensure that everyone at Park View feels valued and included.

p.2

Personal development and wellbeing Strong standard

Leaders have designed a detailed and ambitious personal development programme. It is expertly adapted to meet pupils’ needs and the school’s context. The programme spans both the taught and wider curriculum and has a powerful impact on pupils, including the most vulnerable. Pupils speak confidently about their learning and show a strong understanding of how it connects to their lives. An extensive range of trips, clubs and enrichment opportunities are provided, including for wellbeing, cooking and young carers. Leaders track participation closely to ensure that vulnerable pupils benefit fully. Pupils also take on meaningful leadership roles such as pupil governors, equality rights advocates and young interpreters.

p.3

Personal development and wellbeing Strong standard

Pupils are exposed to a broad range of careers through the careers fair. This inspires pupils to roles such as authors, brain surgeons, counsellors and actors. Leaders’ high expectations for every pupil foster ambitious dreams. During Parliament Week, pupils voted for British Sign Language to be included in the key stage 2 language offer. Pupils are highly knowledgeable about protected characteristics and strongly believe in equality for all. They show maturity, kindness, empathy and respect, reflecting the school’s inclusive ethos. They value learning about different religions, explaining that it helps them relate to others and understand their lives. Pupils develop a sophisticated understanding of how to keep themselves safe online and in real life.

p.3

Personal development and wellbeing Strong standard

The on-site resourced provision offers pupils a unique insight into the deaf community and deepens their respect for protected characteristics. Pupils have well-developed spiritual, moral, social and cultural understanding. British values are woven throughout school life, preparing pupils to become responsible members of society. Pastoral support is highly effective, demonstrated by improvements in pupils’ attendance and achievement. Leaders and staff work closely with families to remove barriers to learning. A strong focus on wellbeing and active lifestyles further enhances pupils’ readiness for life in modern Britain.

p.3

Achievement Expected standard

Pupils typically achieve well and make notable progress from their starting points. This is reflected in national tests, where outcomes are close to the national average. Pupils' achievement in mathematics is a particular strength. Disadvantaged pupils achieve particularly well. Pupils with special educational needs and/or disabilities access a curriculum that matches their peers, and they increasingly demonstrate independence.

p.3

Achievement Expected standard

Leaders are aware of where achievement needs further improvement and have put in place the necessary steps to achieve this. The focus on oracy is designed to improve writing outcomes for pupils. Pupils have a genuine enthusiasm for learning and are keen to talk about the activities they have completed. Pupils develop appropriate knowledge across a broad range of subjects. The school-wide emphasis on oracy and high-quality interactions prepares pupils well for the next stage in their education. It supports pupils to engage in effective conversations with both adults and peers.

p.3

Attendance and behaviour Expected standard

Pupils enjoy attending school because they feel safe and know they are valued individually. Attendance is broadly in line with national figures, including for disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders analyse attendance patterns meticulously and follow up absence swiftly. Leaders work closely with families and outside agencies to address barriers to regular attendance. Leaders’ actions have improved the attendance of individual pupils, including those who are persistently absent.

p.4

Attendance and behaviour Expected standard

Leaders place positive relationships at the very heart of their work, and the children thrive as a result. Staff embed well-rehearsed routines from the early years. A range of strategies to support emotional regulation are in place and impactful. The whole school community contributed to designing the school’s rules. As a result, pupils understand the expectations, are kind, respectful and polite and typically behave well. Pupils understand what bullying is and say it is rare. They trust staff to act quickly if concerns arise. Leaders track behaviour patterns carefully, including serious incidents, and use this information to strengthen practice. Staff implement the behaviour policy fairly and consistently, and leaders adjust approaches appropriately when needed.

p.4

Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum that reflects pupils’ needs, including the most vulnerable. Leaders have a clear and detailed understanding of the quality of the curriculum and use this knowledge to deploy staff and allocate training effectively. The curriculum prioritises building strong foundations in early reading, writing and mathematics. Leaders sequence this knowledge so pupils build understanding over time. This has been particularly effective in mathematics, where ‘Fundamental Fridays’ provide opportunities for pupils to practise key skills. Leaders have introduced a focus on oracy, which is supporting pupils to speak clearly and confidently, building on their peers’ ideas.

p.4

Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge and generally present information clearly. They typically use teaching approaches that help pupils understand new concepts and practise them with increasing independence. Pupils are willing to take risks in their learning and try new skills. Pupils learn British Sign Language and use this well in their lessons.

p.4

Curriculum and teaching Expected standard

Staff adapt learning well for pupils who need additional help, including those with special educational needs and/or disabilities, so they access the curriculum confidently. Assessment is used effectively to check understanding and identify gaps, which are swiftly addressed.

p.4

Leadership and governance Expected standard

Leaders, staff and governors share an unrelenting drive to remove barriers for pupils so they can thrive. They have a clear and ambitious vision for the school and act decisively to build a culture of high expectations in which pupils flourish. Leaders know the school well, celebrate its strengths and focus their efforts on actions that make the greatest positive difference to pupils. Staff benefit from a well-designed professional development programme rooted in research and closely aligned to school priorities.

p.4

Leadership and governance Expected standard

Staff feel valued, listened to and proud to work at the school. They describe the school as nurturing and inclusive, and they speak highly of leaders’ visibility, care and high expectations. They value the culture of mutual support and the consistent focus on doing what is best for pupils. Leaders manage workload and wellbeing carefully. They remove unnecessary tasks and maintain a positive, supportive culture.

p.5

Leadership and governance Expected standard

Strong relationships with families and the community enhance pupils’ experiences and ensure that families feel part of the school. Governors place pupils at the heart of every decision. They understand the school’s context well and fulfil their statutory duties effectively. Governors provide appropriate challenge, while also providing valued support to leaders. Governors monitor attendance, finances and safeguarding rigorously and triangulate leaders’ reports with structured visits. They have contributed to the redevelopment of the school’s vision and ensure that financial decisions prioritise pupils’ needs. Leaders and governors share a strong commitment to improving outcomes for all pupils and act with clarity and purpose to achieve this.

p.5