|Name||Queen’s Park Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||11 June 2019|
|Address||Chestnut Avenue, Bedford, Bedfordshire, MK40 4HA|
|Religious Character||Does Not Apply|
|Number of Pupils||428 (50% boys 50% girls)|
|Number of Pupils per Teacher||20.8|
|Percentage Free School Meals||23.2%|
|Percentage English is Not First Language||83.6%|
Information about this school
The school converted to a stand-alone academy in 2012. Queen’s Park Academy is a larger-than-average primary school situated on a split site. Early years and pupils in Year 1 share the Marlborough Road site. Pupils in Years 2 to 6 are taught on the Chestnut Avenue site. There is a higher proportion of pupils with education, health and care plans than in other schools nationally. Most pupils are from Asian backgrounds; the largest groups are of Pakistani and Bangladeshi heritage. Most pupils have English as an additional language. The number of disadvantaged pupils is above the national average. There are more girls on roll than boys.
Summary of key findings for parents and pupils
This is a school that requires improvement The quality of teaching, learning and assessment is not consistently strong across the school. Recently, leaders have introduced new initiatives across the school to improve writing and a new way of teaching phonics, but the impact is not yet evident in pupils’ progress and attainment. Teachers’ assessment and tracking of pupils’ progress in some year groups are not accurate, which means that planning does not match the needs of the pupils and expectations are not high enough. The quality of teaching, learning and assessment is not consistent in early years. When leaders have identified areas for improvement, they have not always brought about change quickly enough. Pupils’ attainment in reading, writing and mathematics, at all key stages, is below the national average. Pupils do not make strong enough progress in reading and writing during their time at the school. The most able pupils are not challenged sufficiently to enable them to reach the higher standards in reading and mathematics or greater depth in writing. The school has the following strengths Leaders have an accurate understanding of what needs to be done to improve outcomes for the pupils. Governors have a good understanding of the school’s priorities. Since a review of governance, they work more effectively. Pupils with special educational needs and/or disabilities (SEND) are well supported by teaching assistants. Pupils are well-behaved and follow classroom routines. They talk politely and courteously to adults and to each other. Leaders place high importance on pupils’ personal development and welfare. As a result, pupils enjoy going to school and feel safe when they are there.