Parklea Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Parklea Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Parklea Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Parklea Primary School on our interactive map.

About Parklea Primary School

Name Parklea Primary School
Ofsted Inspections
Headteacher Mr Stephen Spooner
Address Cranbrook Drive, Sundon Park, Luton, LU3 3EW
Phone Number 01582571619
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 539
Local Authority Luton
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school and most attend happily. They love to learn and work hard. Pupils' knowledge is improving thanks to improvements the school has made to the curriculum.

Where these improvements are in place securely, pupils achieve well. However, pupils in the past have not benefitted from these improvements. They have not achieved as well as they should in national tests.

Pupils try hard to live up to the school's high expectations. They show good manners, such as holding open doors for others. Most pupils behave well.

Consistent approaches to behaviour help pupils who need extra support. Pupils know who to speak to if they have any worries.P...upils have an active role in the school.

They benefit from the different opportunities they have to hold positions of responsibility. Representing the school is important to them. School councillors provide a link between pupils and the school.

They suggested setting up lunchtime clubs, for example.Pupils learn to consider how others may feel and think. Staff show how to do this throughout the school day.

Pupils are compassionate towards others. Pupils feel included and valued, including those who join part-way through the school year.

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

Merging Parklea from two schools, across two sites, was more challenging due to the COVID-19 pandemic.

However, this has been achieved successfully.

The school has recently re-designed its curriculum. The school's curriculum planning is well-considered and develop pupils' knowledge in a logical sequence.

This begins with learning in Reception class. In most subjects, teachers have clear procedures to follow. They have received well-considered training in how to teach each subject.

Teachers have a strong understanding of what will help pupils to learn well. Pupils' knowledge is developing securely with this effective teaching. However, this has not yet impacted published outcomes.

Some pupils have gaps in prior knowledge. Pupils have effective support to fill these gaps.In some subjects that are newer or being reviewed, the school does not have as clear an understanding of staff's subject knowledge.

Where staff have not had precise training or guidance, their subject knowledge can vary. This leads to instances where gaps in pupils' understanding, or misconceptions are not routinely identified and addressed. This means pupils do not secure their understanding of important content as well as they could.

Reading is a high priority. Children start learning to read as soon as they begin in Reception classes. Staff are well-trained to teach reading.

They know how to make sure pupils remember the sounds they are learning. The programme the school is using has developed over time. However, previously, pupils were not reading books that matched their phonics knowledge.

They did not get the practice they needed to become fluent readers. This has changed. Pupils now read books that are matched well to their knowledge.

This means they can practice their reading skills often and they can mostly keep up. Older pupils who are not yet fluent readers receive extra support tailored to help them catch up with their peers.Skilled staff support pupils with special educational needs and/or disabilities (SEND) well.

The school identifies the needs of pupils with SEND accurately. Staff work closely with parents and external agencies. The staff know the pupils well.

Consequently, they can provide pupils with accurate guidance when they need it. The school has high expectations for pupils with SEND. They make strong progress.

Children in the early years listen carefully during class learning sessions and confidently complete independent tasks. They get on well with each other. Well-trained staff support children to learn and develop their language and communication skills.

This prepares them well for Year 1 and beyond.Pupils behave well. Classrooms are calm and orderly places, where pupils can learn successfully.

In the playground, pupils know they can ask adults for help when they have minor disagreements. For a few pupils who find it harder to manage their behaviour, staff provide effective support to help them.The curriculum extends beyond the academic.

The varied clubs and trips enhance the learning that the pupils carry out in school. The school prepares pupils well for their futures. Pupils learn about equality and diversity.

The carefully planned assembly themes reinforce these important values. This helps pupils understand and respect differences.The school has a new leadership team.

Alongside the governors, the school accurately understands its strengths and areas to work on. These actions have positively impacted on the standard of work the pupils produce and their retention of knowledge. Staff have been a core part of this work.

The school has placed a high priority on maintaining staff well-being when making necessary changes.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the subject knowledge of staff varies.

This leads to occasions where staff do not identify gaps in knowledge or misconceptions that pupils have. This means pupils do not secure their understanding of important knowledge as well as the school expects them to. The school should ensure staff are provided with the ongoing training and guidance they need to identify and address misconceptions and gaps in knowledge pupils have.

Also at this postcode
Sundon Stars Pre-School

  Compare to
nearby schools