Parkside Community Primary School

About Parkside Community Primary School Browse Features

Parkside Community Primary School

Name Parkside Community Primary School
Ofsted Inspection Rating Outstanding
Address Beechwood Lane, Heathfield, TN21 8QQ
Phone Number 01435864577
Type Primary
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 262 (49.2% boys 50.8% girls)
Number of Pupils per Teacher 26.8
Local Authority East Sussex
Percentage Free School Meals 3.8%
Percentage English is Not First Language 3.1%
Persisitent Absence 3.3%
Pupils with SEN Support 3.1%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (09 March 2017)
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Information about this school

Parkside Community Primary School is a smaller-than-average primary school. The proportion of pupils eligible for free school meals is lower than the national average overall. The majority of pupils at the school are White British. The proportion of pupils who have special educational needs and/or disabilities is lower than average. The proportion of pupils supported by an education, health and care plan is similar to the national average. The school meets requirements on the publication of specified information on its website. The school met the government’s floor standards for attainment and progress in 2016.

Summary of key findings for parents and pupils

This is an outstanding school The headteacher has a compelling vision for an exciting and varied curriculum that is shared by staff, parents and pupils alike. Pupils make exceptionally strong progress in their learning as a result of excellent teaching and a stimulating curriculum. Teachers plan challenging activities that enthuse pupils and encourage them to do their best at all times. Teachers’ strong subject knowledge and skilful use of questioning deepens pupils’ knowledge and understanding. Pupils’ outcomes in reading, mathematics, science and a range of subjects are exceptionally strong. Pupils who have special educational needs and/or disabilities make strong progress in reading, writing and mathematics as a result of the carefully tailored support they receive. Disadvantaged pupils, including the most able disadvantaged pupils, are well supported and so make progress in their learning similar to or above that of all pupils nationally. Teachers provide high levels of challenge to the most able pupils, enabling them to make strong progress in all subjects and all year groups. Pupils are outstanding ambassadors for their school. They wear their uniforms with pride and are polite and welcoming to visitors. Pupils behave well and often impeccably in lessons and around the school. They are considerate to each other at break and lunchtimes where they play together well. Pupils say that bullying is extremely rare, and that if it does occur, teachers deal with it promptly. Pupils have been taught to understand risk and know how to keep themselves safe in daily life, including when using the internet. Pupils love coming to school, as shown by their rates of attendance, which are now above average. Children in the early years foundation stage make good progress overall. In the Nursery, progress is particularly strong because teaching is closely matched to children’s needs. Leaders have a clear vision for the further development of the early years curriculum. However, their plans are currently at an early stage of development. As a result, new systems for organising learning and checking children’s progress are not yet fully embedded. Governors provide very effective oversight. They know the school well and are ambitious for all pupils in the school.