|Name||Park High School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||14 May 2013|
|Address||Thistlecroft Gardens, Stanmore, HA7 1PL|
|Religious Character||Does Not Apply|
|Number of Pupils||1513 (56% boys 44% girls)|
|Number of Pupils per Teacher||15.5|
|Academy Sponsor||Park High School|
|Percentage Free School Meals||11.9%|
|Percentage English is Not First Language||71.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Park High School converted to an academy school on 1 August 2011. When its predecessor school, with the same name, was last inspected by Ofsted it was judged to be outstanding. The school is much larger than the average-sized secondary school. In the main school and the sixth form, about two-thirds of the students are of Asian, predominantly Indian, heritage. Less than one in ten students is of White British or other White heritage. The remaining students represent several minority ethnic groups. The proportion of students who speak English as an additional language is high. A slightly below average proportion of students are eligible for the pupil premium which provides additional funding for specific groups including looked after children, students known to be eligible for free school meals and children of service families. The proportion of disabled students and those with special educational needs supported through school action is below average. The proportion of students supported at school action plus or with a statement of special educational needs is well below average. The most common needs relate to behaviour, emotional and social difficulties and specific learning difficulties. Just under 40 students are eligible for Year 7 catch-up funding which is for students who did not achieve the expected Level 4 in English or mathematics at the end of Key Stage 2. The school uses part-time, alternative, off-site education provision for a few students at the Harrow Skills Centre. In addition to several prestigious awards, the school became a Youth Sports Trust Gold partner in 2013. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress.
Summary of key findings for parents and pupils
This is an outstanding school. The sixth form is outstanding because : students make exceptional progress. In many subjects the progress they make by the end of Year 13 is in the top 10% nationally. In recent years, despite fluctuations in some subjects, GCSE results have shown an upward trend. Students’ achievement in mathematics is exceptional. A key feature of many lessons is how well students discuss work together, explain their understanding to each other or the class and thus deepen their thinking and learning. Outstanding teaching is a feature of all year groups and practically all subjects. Teachers are skilful at building students’ confidence that they can tackle difficult work. Teachers’ marking is often of a high quality with regular, analytical comments and clear suggestions for improvement. Students behave extremely well moving around the cramped site. They concentrate and work hard in lessons. They feel safe and secure, are polite and welcoming and proud to belong to the school community. In the last four years, the headteacher has successfully combined the school’s many existing strengths with a successful, sharp focus on raising standards. Senior leaders and managers have established an efficient and effective data system to monitor students’ performance and personal needs. It is easy for teachers to input assessment results and to access the information they need to plan lessons. Whatever students’ individual academic or pastoral needs, staff put helpful and supportive care in place so that all of them can enjoy school life and make progress. Heads of year are as responsible for academic progress as they are for students’ welfare. Led by an experienced and astute Chair, the governing body blends its enthusiastic support with a steely determination to keep improving the school. Governors expect and receive succinct and useful information to inform their deliberations. Senior leaders support teachers’ professional development extremely well.