Park Lane Primary & Nursery School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The executive headteacher provides effective leadership and has had a clear impact on the school's improvement.

Senior leaders have taken appropriate action to improve the school since the previous inspection. Governors actively monitor the work of the school. They have a clear understanding of its strengths and weaknesses.

With support from the trust's central staff, they have ensured that the priorities from the previous inspection have been addressed. The atmosphere in the school is calm and orderly. This is because pupils behave well.

They are polite and well-mannered towards adults and each other. The relationship between pu...pils and staff is positive. Pupils say that they enjoy their learning and relish being challenged in lessons.

Children in the early years are given a good start to school life. They are well prepared for the next phase of their education. Teaching overall is good and improving.

Where it is most effective, lessons are well-planned and follow sequences of learning, building on pupils' skills and knowledge. Pupils, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points. The teaching of phonics is a strength.

Pupils in the early years and key stage 1 make good use of phonetic skills to read and write unfamiliar words. The proportion of Year 1 pupils who meet the expected standard in phonics is above the national average. The curriculum does not give pupils enough opportunities to learn a wide range of skills or to gain knowledge in a variety of subjects.

Some subject leaders are new to their roles. They have not yet had time to markedly improve the quality of teaching in the subjects they lead. Teaching in Year 6, although improving, is not always as effective as it is elsewhere in the school.

Year 6 pupils' progress is, therefore, not consistently good.

Information about this school

This school is larger than the average-sized primary school. Almost all pupils are White British.

The proportion of pupils with SEND is lower than the national average. The proportion of disadvantaged pupils is below the national average. The school has nursery provision where children attend either full- or part-time.