| Name | Parklands Junior School |
| Website | http://www.parklands.havering.sch.uk/ |
| Ofsted Inspection Rating | Good |
| Address | Havering Road, Romford, RM1 4QX |
| Phone Number | 01708743404 |
| Type | Primary |
| Age Range | 7-11 |
| Religious Character | Does Not Apply |
| Gender | Mixed |
| Number of Pupils | 480 (51% boys 49% girls) |
| Number of Pupils per Teacher | 23.1 |
| Local Authority | Havering |
| Percentage Free School Meals | 14.6% |
| Percentage English is Not First Language | 15.7% |
| Persisitent Absence | 7.5% |
| Pupils with SEN Support | 1.6% |
| Catchment Area Information Available | Yes |
| Last Distance Offered Information Available | No |
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Highlights from Latest Full Inspection✝
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Information about this school Parklands Junior is much larger than an average-sized junior school. Pupils come from a wide range of backgrounds, with most being White British. The proportion of disadvantaged pupils is broadly average. The proportion of pupils who have special educational needs and/or disabilities is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The school meets requirements on the publication of specified information on its website. Summary of key findings for parents and pupils This is a good school Teaching, learning and assessment are good. Teachers are clear about what they want the pupils to learn. They share their good subject knowledge effectively. Teachers have high expectations for pupils’ behaviour. Consequently, pupils’ personal development, behaviour and welfare are outstanding. Pupils have a high regard for differing views and value cultural differences. They feel very safe and have a thorough knowledge of how to make sensible choices to stay safe. Pupils’ spiritual, moral, social and cultural development is promoted very well. British values are successfully threaded throughout the curriculum. Leaders and managers are rigorous in monitoring teaching and the pupils’ progress. They have a good impact on teaching and the pupils’ outcomes. Leaders at all levels, including governors, have a good understanding of what works well and what remains to be done to make the school outstanding. Leaders have established a strong climate where pupils are keen to learn. As a result, pupils’ outcomes are good and the school is continuing to improve. Pupils, including the disadvantaged and those who have special educational needs and/or disabilities, make good progress from their different starting points. The most able pupils, including those who are disadvantaged, do not always complete hard enough work. As a result, they do not always demonstrate their deeper knowledge, understanding and skills in reading and topic work. Middle-attaining pupils do less well in mathematics than in other subjects. Teachers do not always adapt work when it is either too hard or too easy for them. |
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