|Name||Park View Academy|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||06 May 2015|
|Address||Park View, Huyton, Liverpool, Merseyside, L36 2LL|
|Religious Character||Does not apply|
|Number of Pupils||294 (51% boys 49% girls)|
|Number of Pupils per Teacher||21.9|
|Academy Sponsor||The Dean Trust|
|Percentage Free School Meals||47.3%|
|Percentage English is Not First Language||5.4%|
|Pupils with SEN Support||13.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is slightly larger than the average-sized primary school. The proportion of disabled pupils and those who have special educational needs is above the national average. The proportion of pupils who are disadvantaged and eligible for support through the pupil premium is well above the national average. The pupil premium is additional funding for those who are known to be eligible for free school meals and children looked after by the local authority. The proportion of pupils from minority ethnic groups is much smaller than the national average. The school meets the government’s current floor standard, which is the minimum expectation for pupils’ attainment and progress in English and mathematics by the end of Year 6. Children attend the Nursery on a part-time basis. The school has been supported by the Dean Trust and a national leader of education since the previous inspection. There have been several new staff appointments since the previous inspection. The interim headteacher at that time is now the permanent headteacher and the deputy headteacher is a recent appointment.
Summary of key findings for parents and pupils
This is a good school. Leadership from the headteacher and deputy headteacher is exemplary and has been the driving force behind improving teaching and achievement. Governors have become crucial members of the leadership team. Their actions to transform their role have been most successful. They are now more knowledgeable about achievement and teaching, and ask challenging questions. Governors, along with all staff, have ensured the school has improved and continues to do so. Behaviour is outstanding. Pupils are very proud of their school. They show great respect for adults and each other. Examples of writing from some of the older pupils are amazing. This reflects the pupils’ ethics of working hard and doing their best. This is a very happy and welcoming school. There is a sense of warmth, tinged with humour and care. It is not surprising pupils feel very safe. Provision in the early years is effective and children make good progress. Teaching is good and has many strengths, not least in the variety of activities that sustain pupils’ enthusiasm. Older pupils are inspired by their teachers and have a genuine love of learning. Pupils’ enjoyment of school is enriched by the wide range of clubs, visits and visitors. Their good understanding of British values is promoted in the school’s values, which include honesty, respect and care. The school’s mock elections, where electors listened to the charismatic speeches of the candidates, exemplified this well. Achievement is good. Pupils make good progress and attainment has been gradually rising. Pupils in Year 6 reach the level expected for their age in reading, writing and mathematics. There is an increase in the proportion of pupils reaching above average standards. Disabled pupils and those who have special educational needs, as well as those who are disadvantaged, are supported very well and make good progress. It is not yet an outstanding school because : Pupils’ spelling skills and their ability to think through their ideas to solve problems in mathematics are weaker aspects of their attainment. Children in the early years do not always have enough opportunities to practise their basic literacy and numeracy skills. Pupils are not always clear how to make their work better. The school’s plan to improve the school is long and this hampers the sharpness of priorities. Middle leaders are not fully involved in deciding the key aspects that need attention in their subjects.