Parklands Primary School


Name Parklands Primary School
Website http://parklands.northants.sch.uk/
Inspections
Ofsted Inspections
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.
Address Spinney Hill Road, Northampton, NN3 6DW
Phone Number 01604491769
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 397 (49.9% boys 50.1% girls)
Number of Pupils per Teacher 22.4
Academy Sponsor Preston Hedges Academy Trust
Local Authority West Northamptonshire
Percentage Free School Meals 8.6%
Percentage English is Not First Language 19.1%
Persistent Absence 10.2%
Pupils with SEN Support 5.8%%
Highlights from Latest Inspection
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.

Summary of key findings for parents and pupils

This is an inadequate school Leaders and managers have not demonstrated the capacity to improve teaching, learning and assessment in the early years. Too few children attain a good level of development by the end of the Reception Year. Provision in the early years does not meet the different needs of children well enough.

Learning is not sufficiently challenging or stimulating. Leaders have not acted with enough urgency to recruit and train middle leaders effectively to lead well their areas of responsibility. Too few boys in key stage 2 attain the expected standards in reading, writing and mathematics.

By the end of key stage 2, pupils do not make enough prog...ress in writing. Leaders have not acted on previous weaknesses to improve outcomes. The appraisal of teachers' performance lacks rigour.

Leaders have not provided robust training and support for staff to improve the quality of teaching and learning, particularly in the early years. Governors do not challenge school leaders rigorously about the school's performance. The most able pupils are not sufficiently challenged and make less progress than they should.

Teachers' expectations of what pupils can achieve are too low. Leaders have not fully evaluated the impact of the use of funding for pupils who have special educational needs (SEN) and/or disabilities. These pupils make weak progress in reading, writing and mathematics in key stage 2.

Leaders and governors do not evaluate effectively the impact of their use of the pupil premium funding. As a result, disadvantaged pupils' poor progress in writing continues. Pupils do not sufficiently develop their writing and mathematical skills across the curriculum.

The school has the following strengths The school's work to promote pupils' spiritual, moral, social, cultural and personal development and welfare is good. There is a strong ethos of respect and care for the welfare of others. Safeguarding is effective and pupils feel, and are kept, safe.

Pupils are polite and well mannered. They have positive attitudes to learning. The wider curriculum provides pupils with an effective range of sporting and musical opportunities.

Information about this school

The school is larger than the averaged-sized primary school. The large majority of pupils are White British. The proportion of pupils who receive support for their SEN and/or disabilities is below the national average.

The proportion of disadvantaged pupils is below the national average. The proportion of pupils who speak English as an additional language is below the national average. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.

The school has experienced great difficulty recruiting teaching staff and leaders. The school receives support from the Kingsthorpe cluster of schools. The school meets the requirements on the publication of specified information on its website.