|Name||Parkfield Community School|
|Ofsted Inspection Rating||Outstanding|
|Address||Parkfield Road, Saltley, Birmingham, B8 3AX|
|Religious Character||Does Not Apply|
|Number of Pupils||693 (49.2% boys 50.8% girls)|
|Number of Pupils per Teacher||22.8|
|Academy Sponsor||Excelsior Multi Academy Trust|
|Percentage Free School Meals||34%|
|Percentage English is Not First Language||83.3%|
|Pupils with SEN Support||10.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (10 May 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Parkfield Community School became an academy in January 2013. The predecessor school was judged good at its last inspection in January 2012. Parkfield Community School is much larger than the average-sized primary school. The proportion of pupils known to be eligible for support through the pupil premium is higher than average. The pupil premium is additional government funding to support the learning of those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority. Almost all pupils are from minority ethnic groups, with most being of Pakistani and Bangladeshi background. The proportion of pupils who speak English as an additional language is above the national average. An average proportion of pupils have special educational needs or disability. The proportion of pupils with an education, health and care plan is in line with the national average. The early years provision comprises part-time Nursery classes and full-time Reception classes. The proportion of pupils who join or leave the school at other than usual times is in line with the national average. However, there has been a recent increase in the number of pupils joining the school at other than the usual times. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics. The school does not make use of alternative provision. The school provides support, advice and guidance to a number of schools, especially for the teaching of mathematics.
Summary of key findings for parents and pupils
This is an outstanding school This is a school that makes a difference to the education and lives of its pupils and their families. It fully delivers on its aim that ‘Together we can make a huge difference’. The headteacher and school leaders provide exceptional leadership, set high expectations and pursue further improvements relentlessly. As a result, pupils flourish socially and academically and make outstanding progress. The school serves the community in which it resides and provides support and guidance to families so that they can be fully involved in their child’s education. All groups of pupils achieve well across the school as a result of the highly effective teaching, care, guidance and support they receive. Pupils who are disadvantaged, those who have special educational needs or disability and the most able make rapid and sustained progress. The curriculum is wide ranging, varied and engaging. Pupils’ learning and development are enriched by sports, arts, engineering and drama activities, as well as numerous trips and visiting authors. Pupils who speak English as an additional language do better than pupils who speak English as their first language nationally in reading, writing and mathematics in key stage 1 and key stage 2. The provision for pupils’ spiritual, moral, social and cultural development is a strength and permeates the school’s work. This is an inclusive school that celebrates diversity. As a result, pupils demonstrate respect for an individual’s age, disability, gender or gender reassignment, sexuality, race, religion or belief. Outstanding provision in the early years enables children to make excellent progress in all areas of learning, including literacy, numeracy, speaking and listening, and personal, social and emotional, and language development. Children are exceptionally well prepared for Year 1. The governing body provides strong direction. Governors challenge and support leaders in equal measure in order to continually improve the school. Pupils’ conduct and attitudes to learning are exceptional. They are motivated and keen to learn and do well.