Meadow Park School

What Ofsted said

From the inspection on 21 November 2023

Pupils, parents and staff all describe the significant improvements that have taken place at the school since the arrival of the new headteacher. There is now a clear and ambitious vision evident from all leaders to improve the quality of education for all pupils. The school is welcoming to all pupils and is frequently described as caring and compassionate. Pupils describe how they feel fully included in the life of the school. Their concerns are taken seriously, and they are protected from discrimination. The school has robust systems in place to deal with all forms of bullying. Pupils agree that bullying is dealt with effectively. Pupils say that teaching is improving but they do not always remember the important information in their learning. Some pupils need more help to improve their reading. Pupils also need more help to understand what they need to do to improve their work. Although most pupils behave well in lessons and around school, a small number of pupils need repeated reminders to settle to their work and to complete tasks set. Pupils have the opportunity to take responsibility and support others, such as by being prefects and anti-bullying ambassadors. Pupils were particularly positive about the support they receive to support their mental health.

What the school should improve

• Pupils do not know or remember many of the key facts in their learning. As a result, they are not able to build effectively on earlier learning or remember key knowledge for examinations. The school needs to ensure that the skills and knowledge that all pupils need, including those with SEND, are clearly defined and well implemented so that all pupils can learn and remember more.
• Some teachers do not regularly check that pupils understand their work. As a result, they do not identify misconceptions, and leave some pupils confused about their learning. Pupils do not know what they need to do to improve. The school should ensure that all staff have the necessary skills and knowledge to be able to check on pupils' understanding of the curriculum and to articulate what pupils need to do in order to improve their work.
• Pupils who need additional help with their reading do not receive enough support to improve those skills. As a result, they struggle to access some of their curriculum. Leaders should develop strategies to provide targeted support for pupils with low reading levels so they can participate successfully in their learning.
• Some pupils do not consistently have positive attitudes towards their learning and need frequent interventions from their teachers to complete their work. As a result, they make less progress than they could. Leaders should continue their work to help pupils regulate their own behaviour.

Read the full Ofsted report (opens in a new tab)