King’s Academy Northern Parade (Junior)

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About King’s Academy Northern Parade (Junior)

Name King’s Academy Northern Parade (Junior)
Ofsted Inspections
Headteacher Mrs Kathryn Wilden
Address Doyle Avenue, Hilsea, Portsmouth, PO2 9NE
Phone Number 02392662129
Phase Academy
Type Academy converter
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 441
Local Authority Portsmouth
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are joyous in this warm, welcoming and inclusive school. Happiness is at the heart of the school's excellent work to boost well-being and mental health through exceptional pastoral care. Many pupils benefit from calming activities and expert help in the 'dragon's den', supporting issues such as bereavement and anxiety.

Pupils are safe and enjoy warm relationships with staff who truly care about them.

Expectations are high for all pupils, including those with special educational needs and/or disabilities (SEND), to achieve well. Aspirations are mostly realised through a well-planned curriculum and sharp focus on personal development throughout school life.
<>Pupils' achievement in writing is weaker and the school is working to strengthen this.

Behaviour is positive. Pupils work, play and collaborate well.

When pupils need help to manage their emotions, the school supports them to feel better and make safe choices. Bullying has happened, but leaders take it seriously and take robust action. Cases are few and pupils know adults will help.

The school makes excellent efforts to ensure strong take up of opportunities by disadvantaged pupils. Everyone enjoys trips, clubs and opportunities to take on responsibility. Pupils welcome visitors to teach them about different faiths and cultures.

Pupils show strong understanding of equality. They celebrate diversity and say 'being different is what makes us special'.

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

The curriculum has been designed with impressive support from the trust.

New leaders have led improvements to ensure that all pupils access a broad and ambitious programme of learning. Subjects are planned with high ambition and clearly defined knowledge and skills. The school recognises that some pupils need help with language development, so teachers plan, teach and revise vocabulary in lessons.

Well-planned activities ensure that pupils, including those with SEND, are making progress and achieving well. Communication across the school helps to identify when pupils need extra help. Staff frequently assess pupils' core skills before adapting lessons and resources to help them thrive in class.

Expertise includes the use of British Sign Language and autism awareness.

Trustees and leaders prioritise staff development to ensure that everyone has the skills to support all pupils. Staff coaching ensures that there are shared teaching approaches.

The reading approach is consistent and effective. Staff are well-trained to teach phonics and reading across the school. They show a sharp focus on giving valuable support to pupils who have fallen behind with reading.

Catch-up group activities are precisely delivered and books match sounds to ensure essential practice. Pupils become confident, fluent readers. Cultural and social development is enhanced by diversity in books.

In published results in 2022, pupils' achievement in writing was below the national average. Pupils' written work in books shows improvement since September, but writing remains a high priority. The school must ensure that pupils write more coherently by the end of Year 6.

Staff checking of pupils' learning is precise in core subjects, but less developed across foundation subjects. Teachers do not know exactly what pupils have learned and remembered in some subjects, such as history, which slows pupils' learning.

Expectations for behaviour are high.

Staff manage minor distractions swiftly to ensure that lessons are not disrupted. Emotional support for vulnerable pupils is superb. Pupils learn to understand and regulate their feelings.

Attendance is better than the national average as a result of the school's positive engagement with families.

Personal development is exemplary. Opportunities to celebrate pupils' talents are constantly captured.

Pupils develop spiritually by exploring faiths and practising mindfulness. They listen to views of others, which enhances their moral development. Pupils understand that some people have protected characteristics and require adaptations to enjoy equal opportunities.

Pupils understand how to stay safe and recognise healthy relationships. They celebrate different types of family and challenge prejudice. Leaders ensure that disadvantaged pupils show exceptional take up of opportunities, including football coaching and nurture clubs.

Leaders, trustees and governors have led significant school improvement. Delegated duties and statutory responsibilities are met with diligence. Staff feel supported with workload and well-being.

In the past, parents felt that communication was poor. Many now appreciate the newsletters, forums and workshops which keep them well-informed.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The teaching of writing has not been effective enough. As a result, pupils' achievement in writing is below average by the end of Year 6. The school is rightly prioritising this and must ensure that pupils learn to write with accuracy and success.

• Assessment is not embedded in some foundation subjects. This means that teachers do not precisely identify gaps in pupils' knowledge. The school must embed effective assessment practice to ensure that teachers know what pupils have successfully learned and remembered across all subjects and use this to inform their teaching.

Also at this postcode
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