Valley Park Community School


Name Valley Park Community School
Website http://www.valleypark.sheffield.sch.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 15 March 2018
Address Norton Avenue, Sheffield, South Yorkshire, S14 1SL
Phone Number 01142396464
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 469 (55% boys 45% girls)
Number of Pupils per Teacher 23.7
Academy Sponsor Mercia Learning Trust
Local Authority Sheffield
Percentage Free School Meals 48.9%
Percentage English is Not First Language 14.5%
Persisitent Absence 24.5%
Pupils with SEN Support 11.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Valley Park Community School opened as a sponsor-led academy in April 2015. It is a member of the Mercia Learning Trust. The multi-academy trust has a board of directors who delegate powers to a local governing body. Valley Park Community School is larger than the average-sized primary school. The school has a nursery, which admits children from the age of two years. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ achievement by the end of key stage 2. The vast majority of pupils are of White British heritage.

Summary of key findings for parents and pupils

This is a school that requires improvement Over time, pupils’ progress has been too slow in a range of subjects and year groups. This is because the quality of teaching across the school is too variable. Leaders are overly generous in their evaluation of the quality of teaching and learning. As a result, teaching is not improving quickly enough. Teachers do not always address pupils’ misconceptions swiftly enough. This means that pupils do not consistently make the progress of which they are capable. Teachers do not consistently equip pupils with the knowledge and skills they need to enable them to progress as well as they could. This is particularly evident for the most able and lower ability pupils. Teachers’ development of pupils’ language and communication skills is inconsistent across subjects and year groups. Pupils do not have sufficient opportunities to apply their mathematical knowledge and skills. This means that pupils do not learn how to reason and solve problems effectively. Too many pupils are frequently absent from school. This is exacerbated by high rates of exclusion, which are well above the national average. The overall level of attendance remains well below that seen nationally. The teaching of the wider curriculum does not enable pupils of all abilities to acquire sufficient knowledge and skills in a range of subjects. The school has the following strengths Leaders, including governors and trustees, show an admirable passion for serving their community. They are determined to give pupils the best life chances possible. Adults in school have secure and positive relationships with pupils. As a result, pupils are courteous and confident to share their views. Teaching in early years is good and results in children making strong progress from their often low starting points. Teaching of phonics is good. Consequently, pupils in key stage 1 are proficient in using phonic skills to advance their reading.