Pembroke Park Primary School

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About Pembroke Park Primary School

Name Pembroke Park Primary School
Ofsted Inspections
Mrs Toni Hayzen
Address Devizes Road, Salisbury, SP2 9LY
Phone Number 01722324050
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 238
Local Authority Wiltshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this inclusive and vibrant school. They are proud to be part of the Pembroke Park community.

The school motto 'every child, every chance, every day' is at the heart of all that it does for its pupils. Relationships between staff and pupils are warm and supportive. Pupils and staff live and breathe the school values in all they do.

The school environment is friendly, calm and purposeful. Pupils feel safe and happy in school. They trust adults to take care of them.

If worries or concerns arise, pupils are confident that adults will sort them out quickly.

Pupils are well-behaved, polite and considerate. When reminders are needed, ...adults help pupils make the right choice and learn from their slip-ups.

The school has high aspirations for all pupils. Pupils work hard and learn well. While there remains a legacy of underachievement in the older years, the school is working with determination to ensure these pupils are well prepared for the next stage of their education.

The school offers tremendous pastoral support to pupils and their families. Parents are delighted with the rapid improvements in the school. They describe the school as a 'family' where everyone is welcomed.

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

The exceptional leadership of the headteacher has been instrumental in the rapid turnaround of this school. Ably supported by school leaders, staff and the trust, the school's work to address weaknesses identified at the previous inspection has been swift, rigorous and effective.The curriculum is ambitious.

Typically, pupils learn well across a range of subjects. The well-planned curriculum enables them to gain a broad body of knowledge. Pupils enthusiastically try their best in their learning and produce high-quality work.

They are increasingly able to link their learning to other subjects. For example, they can connect their work in history to geography and science through topics such as location and the properties of materials. However, the school is working to reverse a legacy of weaker past practice, including in mathematics, which remains in upper key stage two.

They understand there is more work to be done for some groups of pupils. The school is rightly focusing on this to close any remaining gaps in pupils' knowledge.The school uses ongoing assessment well to pinpoint pupils who need extra support or have misconceptions.

Pupils with special educational needs and/or disabilities (SEND) have access to the same learning as everyone else. Adults demonstrate strong knowledge of how to support pupils with SEND. They are alert to pupils' needs and adapt tasks accordingly.

This enables pupils with SEND to experience success.

Reading is central to the school's work. This begins in the early years, where staff use well-chosen books, stories and rhymes to build children's vocabulary and spark a curiosity in their learning.

Staff know how to teach phonics well. Pupils can read and write the sounds they have learned. Staff act quickly if anyone starts to fall behind.

Pupils happily discuss their favourite books and authors. They enjoy earning 'reading raffle' tickets for reading at home. This inspires pupils to read widely and often.

The school pays close attention to pupils' personal development. All pupils have a passport of experiences to broaden their interests. For example, pupils visit a farm, post a letter and perform a puppet show.

The 'PPARK' values, such as passion and kindness, help shape pupils' character and guide them successfully in what they do. The school teaches the importance of fundamental British values through assemblies and personal, social and health education. Pupils are confident to challenge all forms of discrimination.

They know why it is wrong to discriminate based on gender, race or disability. All of this prepares pupils well for life beyond primary school.

Pupils strive to behave well at all times.

They were keen to share how behaviour has 'improved so much as we have mutual respect of everyone.' This ensures that learning time is not lost due to poor behaviour.

Pupils are proud advocates of their school.

Through the pupil parliament, they have an active voice and take on roles of responsibility. For example, they give back to the community by donating books to the local children's centre, reading with elderly residents and supporting the local food bank.

Pupils experience a wealth of enrichment activities through clubs, visits and trips.

Photography and cookery are firm favourites. In addition, pupils have the opportunity to develop their talents in other areas such as music and sport.

The school works effectively with parents to promote good attendance.

Where required, it provides high-quality support and guidance. This work ensures pupils' attendance continues to improve.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There remains a legacy of weaknesses, including in mathematics in upper key stage 2. This means that some groups of pupils have gaps in their knowledge.The trust should continue to eradicate the legacy of underachievement so that pupils achieve consistently well in all areas of the curriculum.

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