Parkside Community Primary School

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About Parkside Community Primary School

Name Parkside Community Primary School
Ofsted Inspections
Headteacher Headteacher Derek Hollywood
Address Beechwood Lane, Heathfield, TN21 8QQ
Phone Number 01435864577
Phase Primary
Type Community school
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 237
Local Authority East Sussex
Highlights from Latest Inspection


There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

Pupils enjoy attending this happy and vibrant school.

They delight in feeding the chickens and goats in the school farm and enjoy exercising on the outside gym equipment. Pupils feel safe. They form very positive relationships with one another.

As one pupil said, 'there are amazing peo...ple here and you make new friends every day.' On the rare occasion that bullying happens, staff resolve this quickly.

Pupils enjoy taking on leadership roles.

Pupil 'buddies' link with children in the Nursery and Reception classes to help with their transition through the school. 'Digital leaders' support staff to deliver assemblies. 'House captains' are a voice for pupils across the school.

Teachers are aspirational for pupils to achieve well. As a result, pupils are keen to learn and to develop the knowledge and skills that they need to succeed. One pupil shared the views of many and said, 'The teachers really push you to do your best.'

Staff show a genuine interest in the lives of their pupils and develop strong relationships with them. Pupils explore their learning in the 'forest school'. They engage in a wide range of activities that go beyond the classroom.

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

Leaders provide a curriculum that meets the needs and interests of the pupils well. Over the last year, leaders have refined the steps in learning in many subjects. This helps teachers to know what to teach and when, enabling them to manage their workload effectively.

Subject leaders provide helpful training for teachers. This ensures that teachers have the subject knowledge that they need to deliver the refined curriculum with confidence. Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) well.

Teachers provide purposeful support in lessons for pupils with SEND. As a result, pupils with SEND learn alongside their peers with confidence and achieve well.

In most subjects, teachers ensure that pupils learn the knowledge and skills needed to succeed.

Teachers use purposeful questioning to review learning. They encourage pupils to reflect on what they have learned and apply what they know to new learning. This helps pupils to develop knowledge systematically and allows teachers to check pupils' understanding.

Children in the early years explore what they learn in class through meaningful play-based activities. This ensures that they learn the knowledge and skills needed to be ready for key stage 1. Teachers encourage pupils to apply what they have learned across subjects well.

For example, pupils explore mathematical knowledge of coordinates in geography lessons.

However, in a few subjects, some pupils do not learn as well as they could. Sometimes, teachers do not design tasks that enable pupils to learn the curriculum effectively.

As a result, pupils do not always develop the detailed knowledge and understanding that leaders expect. This is because the way that teachers deliver learning in some subjects is not yet applied consistently.

Teachers enable pupils to become confident and enthusiastic readers.

This year, leaders have introduced a new approach to teaching phonics. Helpful staff training has led to a consistent approach to teaching phonic knowledge. Teachers ensure that children in the early years learn to read simple words confidently.

Pupils read books that allow them to practise the sounds that they know. This builds their confidence as readers. When pupils fall behind with their reading, staff support them well to catch up quickly.

Pupils behave exceptionally well. They understand staff's clear expectations for behaviour. Pupils see these as fair.

In the early years, children listen carefully to instructions. They remain focussed and engaged in activities. This helps them to explore their ideas well.

Older pupils are attentive and keen to share their ideas. They participate positively in class and show a genuine interest in what others say.

Staff provide meaningful opportunities for pupils to learn beyond lessons.

Pupils experience a rich variety of visits that enhance their learning. For example, pupils visit sites in their local community to deepen their geographical knowledge. They also use the school grounds to develop scientific skills.

Staff provide a wide range of extra-curricular clubs and activities. Clubs include 'Eco warriors', puppetry, archery, football and chess. Leaders ensure that all clubs are accessible for all, including pupils with SEND and disadvantaged pupils.

Pupils learn to explain their feelings. They are supported well to develop their emotional resilience. Pupils value the 'reflection garden' as a space where they can be calm and thoughtful during playtimes.


The arrangements for safeguarding are effective.

Leaders ensure that all staff receive training to help them identify pupils who may be at risk of harm. Staff are clear about what to do if they have a concern about a pupil.

Leaders act on concerns swiftly. They work with outside agencies to support pupils and families. Leaders check that all adults who work in the school are safe to work with children.

Teachers help pupils to recognise the possible dangers of being online. Pupils are confident that there are trusted adults in school who they can speak to if they have a worry or concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, teachers have implemented the recent changes to the curriculum inconsistently.

This means that some pupils do not achieve as well as they could. Leaders need to continue to embed the curriculum changes so that all pupils can achieve highly across the whole curriculum.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in April 2017.

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