Parkfield Community School

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About Parkfield Community School

Name Parkfield Community School
Ofsted Inspections
Headteacher Mr James Wright
Address Parkfield Road, Saltley, Birmingham, B8 3AX
Phone Number 01214641131
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 679
Local Authority Birmingham
Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in all aspects of their learning at this exceptional school. A culture of inclusion and aspiration permeates school life. Staff and pupils are proud of this vibrant, forward-thinking school.

The school has an unwavering commitment to serving pupils, families and the community. Staff are relentless in their pursuit of excellence for all, ensuring 'nobody is left behind'. Pupils meet these highest of expectations.

By the end of each key stage, pupils master the knowledge and skills set out by the ambitious curriculum. Pupils produce high-quality work across different subjects. They are well prepared for the next stage of their education.

Pupils ...thrive due to the strong relationships that they build with staff and each other. Behaviour in classrooms and around the school is exemplary. Pupils show respect and tolerance in all aspects of school life.

Pupils are enthusiastic and resilient, demonstrating high levels of engagement with learning from the very start.

There are many opportunities for pupils to take on leadership roles and contribute as active citizens. Pupils talk proudly of their 'pupil parliament' and show excellent understanding of democracy.

There are plentiful opportunities for pupils to develop interests in the arts, music and sports. Participation in extra-curricular activities is high.

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

The school provides an aspirational curriculum that goes beyond core knowledge and skills to ensure that pupils develop as well-rounded individuals.

Leaders have thought very carefully about what they want pupils to know in each subject. From early years onwards, they have planned pupils' learning so that it builds over time. Teachers check that pupils know and remember this key knowledge before they move on in lessons.

As a result, pupils are ready to apply their learning to more complex ideas. High-quality training for staff is a priority. This enables staff to teach all subjects confidently.

Staff plan carefully for pupils with special educational needs and/or disabilities (SEND). They set clear targets and keep them under close review. Teachers make adaptations to resources to ensure that pupils with SEND learn the curriculum in full alongside their peers.

Staff foster the confidence and independence of pupils with SEND, which is evident in their achievement. The inclusive work of the school is commendable. Many pupils arrive with little spoken English.

Staff skilfully build pupils' language skills through the well-developed oracy programme.

Children in the early years get off to a flying start. They settle quickly into the purposeful and highly engaging learning environment.

Adults skilfully develop children's speaking and listening skills by engaging them in conversation. Children play for sustained periods and enjoy meaningful learning opportunities. They quickly develop independence and show high levels of self-control.

The school makes sure that staff are well trained and highly skilled to teach reading consistently well. There is a well-structured phonics scheme in place. Staff provide pupils who are not keeping up with the demands of the programme with highly effective and timely support so that they quickly catch up.

Pupils read books that are well matched to their current level of understanding. Pupils learn to read with confidence, accuracy and fluency. Staff also help pupils to develop a strong love of reading through regular use of the school's library, taking part in annual literary festivals and inviting visiting authors from familiar communities.

Pupils are wonderful ambassadors for their school. They understand the clear expectations for behaviour. Pupils are attentive and keen to share their ideas.

The school is relentless in its pursuit to raise pupils' attendance. The school engages meaningfully with parents and carers in all aspects of school life.

Teachers take every opportunity to build pupils' character and celebrate talent.

The school ensures that there are no barriers to pupils attending trips or the wide range of after-school activities on offer. Pupils relish all the school has to offer and enjoy a wealth of carefully planned experiences. For example, pupils enjoy growing their own food in the school's allotment, as well as creating catapults to develop their understanding of forces in the school's purpose-built science and technology laboratory.

An exceptional personal development offer weaves throughout all aspects of school life. Pupils learn about and show the utmost respect for people's individual differences. One pupil summed up the difference this makes, saying, 'We treat everyone equally, and we are proud of who we are.'

Pupils are exceptionally well prepared for life in modern Britain.

Governors and trustees are highly committed to the school. They use their detailed knowledge of the school to support and challenge leaders.

The workload and well-being of all staff are priorities. Staff feel valued, cared for and listened to.


The arrangements for safeguarding are effective.

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