East Park Primary School

What Ofsted said

From the inspection on 30 November 2022

Leaders have fostered a school environment where respect is embedded and success is celebrated. Pupils are extremely positive about their education. They relish the many opportunities available outside the classroom, such as attending the Rugby League World Cup matches and visiting the local university technical college, film sets and enterprise initiatives. Behaviour is exemplary. The whole school community understands the clear behaviour routines and expectations. Staff manage pupils' behaviour very well with consistent strategies. There is a calm and orderly atmosphere in lessons and at playtime. Pupils know what bullying is. They understand that it is different to falling out about football. Records show bullying rarely happens. Pupils will tell an adult if they have a problem and trust adults to sort it out. There are worry boxes in every classroom for pupils to leave a message about a concern. The class teachers check these daily. Staff have had training to be 'emotionally available adults'. Adults recognise that they have a huge role to play in supporting pupil's mental health. Children in foundation stage 1 get off to the best possible start. The provision is well organised and is used purposefully by the children. There is an emphasis on speaking and listening activities linked to stories, rhymes and songs. This helps to develop communication and language skills.

What the school should improve

• In many subjects, leaders have established the most important vocabulary that pupils need to learn in units of work. However, pupils are not routinely encouraged to use this vocabulary in lessons and particularly within their written work. Leaders should ensure that the activities pupils do in lessons consistently support pupils to develop their use of subject-specific vocabulary.
• Some of the adult interactions within early years do not consistently connect to the well-planned curriculum. As a result, occasionally there are missed opportunities to further children's development. Leaders should ensure that staff are confident in knowing the curricular intentions in the provision to maximise their impact on children's learning.

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