New Park Academy

What Ofsted said

From the inspection on 23 November 2022

Pupils achieve well at this nurturing school. Leaders have established clear and effective routines. Pupils start the day at the popular and welcoming breakfast club. This helps them to feel happy and safe and have a bright start to the school day. Pupils' special educational needs and/or disabilities (SEND) are well understood by leaders and staff. The many disadvantaged pupils, and those who are vulnerable, receive effective and bespoke support. Pupils and staff build supportive and respectful relationships. Leaders set clear expectations for pupils' behaviour. At times, pupils struggle to manage their own behaviour. They respond well to the strategies that staff use. Staff act quickly and effectively to resolve any signs of bullying. Leaders have high expectations for pupils' achievement. They raise pupils' own aspirations. Pupils strive to join the New Park hall of fame. This celebrates the wide range of achievements of former pupils. Parents and carers appreciate the support and advice that their children receive. Pupils benefit from residential visits to take part in canoeing and climbing, and trips to local museums. They value the on-site mini gym and parkour area. Pupils enjoy the company of the school dogs, Kandie, Topsy and Alfie.

What the school should improve

• A small number of staff have not received suitable guidance relating to delivering the phonics programme. This means that these staff do not support some pupils at an early stage of reading as well as they should. Leaders should ensure that all staff receive suitable guidance so that they can support pupils at an early stage of reading consistently well.
• In a small number of subjects, leaders have not ensured that the curriculum identifies in sufficient detail the knowledge that pupils will learn from Years 3 to 11. This hinders some pupils' progress. Leaders should ensure that all subject curriculums identify the important content that pupils will learn as they move through the school.
• Subject leadership is not as developed as it should be in some subjects. In these subjects, leaders do not check that teachers deliver the curriculum as they intended. At times, some pupils do not develop a deep understanding in these subjects. Leaders should ensure that subject leaders are well equipped to confidently lead their areas of responsibility.

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