Murray Park Community School

What Ofsted said

From the inspection on 30 June 2026

Pupils typically enjoy coming to school. They experience a welcoming environment, and staff know pupils as individuals. Teachers are attuned to any barriers that pupils may face to their learning and taking part in school life. They use this knowledge to support pupils to learn well. Pupils generally progress well from their starting points. They experience teaching that helps them to progress through the curriculum. Pupils with special educational needs and/or disabilities (SEND) receive the support they need. Some pupils with SEND benefit from adjustments to the start of the school day to help them feel comfortable, get off to a positive start and attend more regularly. Pupils receive a range of experiences within and beyond the main school curriculum. This helps them to understand their place within the community and the wider world. Leaders have ensured that pupils broaden their horizons and go on trips locally, nationally and abroad. Pupils who face barriers to accessing these opportunities are supported to overcome them. Pupils feel safe and attend well. This is particularly true for pupils with SEND. Pupils' behaviour is generally positive and they learn well. When pupils struggle to meet the school’s high expectations, they are given extra support, which helps them to improve their behaviour and engage more successfully with school life. Bullying is rare. When it does occur, it is dealt with effectively. Pupils involved in bullying are well supported. This means that there is very little repetition of hurtful behaviour. Pupils feel recognised when they do well. This encourages them to try their best. Leaders help pupils to become more confident, and many pupils take on leadership roles within the school. Through these leadership roles, pupils have been able to work with leaders to bring about positive changes to pupils' experiences of school.

What the school should improve

• Leaders should ensure that they carefully evaluate the impact of their work, so that the strategies for improvement that they identify are closely focused on the aspects of the school's provision where they will have the greatest impact.
• Leaders should ensure that they carefully and thoroughly check on the impact of alternative provision so that pupils benefit consistently well over time.
• Leaders should provide teachers with the support they need so that they implement the curriculum consistently well, including the checking of pupils' understanding, and pupils build their knowledge securely across the subjects that they study.
• Leaders should ensure that gaps in pupils' essential knowledge are addressed consistently to allow pupils to progress through the curriculum and achieve well.
• Leaders should ensure that when pupils receive additional support to improve their attendance and behaviour, this support is reviewed for impact and adapted as necessary.

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