Park Community Academy


Name Park Community Academy
Ofsted Inspection Rating Outstanding
Inspection Date 22 May 2018
Address 158 Whitegate Drive, Blackpool, Lancashire, FY3 9HF
Phone Number 01253764130
Type Special
Age Range 2-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 275 (66% boys 34% girls)
Academy Sponsor The Sea View Trust
Local Authority Blackpool
Percentage Free School Meals 53.9%
Percentage English is Not First Language 2.2%
Persisitent Absence 8.1%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

The school is a founder member of the Blackpool Multi-Academy Trust. The school is for pupils with moderate or severe SEN and/or disabilities. An increasing proportion of pupils have autistic spectrum disorder or speech, language and communication needs. Some pupils have social, emotional and behavioural needs. All pupils have an EHC plan or are awaiting statutory assessment. The proportion of disadvantaged pupils is much higher than the national average. The proportions of pupils who are from minority ethnic groups or who speak English as an additional language are much lower than national averages. A much larger proportion of children are looked after than is typically seen in most schools. An increasing number of pupils are joining the school after a period of elective home education. There are currently no children who are two years old at the school. The school extended its age range in September 2015 to take students in the sixth form up to 19 years of age. Pupils in Years 11, 12, 13 and 14 spend one day a week studying a variety of courses at Blackpool and the Fylde College and Myerscough College.

Summary of key findings for parents and pupils

This is an outstanding school All groups of pupils make exceptional progress at this remarkable school because governors, leaders and staff ensure that every effort is made to provide each individual pupil with the personalised support necessary for them to thrive. Working in tandem, governors and leaders provide the school with visionary leadership. This has ensured that the school has continued to improve and meet pupils’ increasingly complex and diverse needs. The school’s values radiate from every member of the school community. This ensures that the school, above all else, is a happy and life-affirming place in which to learn and work. Teachers have very high expectations of pupils. They are highly skilled in providing pupils of all abilities with the incremental challenge that enables them to make rapid progress across the full curriculum from their different starting points. However, leaders recognise that even more can be done to support the small number of most-able pupils, particularly those who join the school following a period of elective home education. Pupils’ behaviour is impeccable at all times. Pupils are friendly and have a deep respect for others. Pupils receive carefully crafted support that enables them to develop the skills that will help them to become successful and independent adults. Leaders are trialling a number of systems that are intended to allow them to carefully measure and track pupils’ personal development. As yet, these systems are neither refined nor embedded. The curriculum is broad, balanced, relevant and personalised to each pupil. Pupils benefit from an extensive range of enrichment opportunities. Pupils’ achievements in different sports and the arts are truly inspiring. Leaders have ensured that arrangements for safeguarding are thorough and help pupils to overcome the added vulnerabilities that arise from their special educational needs (SEN) and/or disabilities. The early years leaders’ pursuit of excellence ensures that children feel valued and are quickly inducted into the school’s ethos. The school’s work with its youngest children lays strong foundations for their future successes. The sixth form is well established and provides students with an excellent education which provides invaluable support for their transition to adulthood.