Park Grove Primary Academy

What Ofsted said

From the inspection on 18 November 2025

Pupils enjoy attending this highly inclusive school. This is reflected in their positive attendance. They benefit from warm, caring relationships with staff and a vibrant, well- resourced learning environment. Pupils and their families benefit from positive relationships with the school and a wealth of pastoral support. This helps to remove pupils' barriers to attendance and learning. The school draws upon external agencies' expertise where necessary to make sure pupils and their families get the support that they need. Many pupils achieve well. They talk enthusiastically about their learning in different subjects, particularly art and design, and design technology. However, published data from national tests shows that some groups of pupils, for example disadvantaged pupils, did not achieve well historically. In addition, some current pupils have gaps in their basic knowledge, particularly in writing. This inhibits their ability to achieve their full potential. Pupils are kind to each other and behave well. They use the 'kindness tree' to highlight acts of kindness. The school celebrates these during assemblies. Incidents of bullying are rare. Pupils trust adults to resolve it quickly if it does happen. Pupils understand the importance of respect and tolerance. They are very clear that everyone should be treated equally. Pupils benefit from a carefully planned programme to promote and support their personal development. The extra-curricular offer is open to all pupils, including children in the early years. Pupils' interests are considered in the design of this offer. For example, the school runs a chess club in response to a request from a pupil. Pupils appreciate the educational visits they participate in, for example to attractions and historic sites within the locality. They know that these link to their learning in different topics.

What the school should improve

• Leaders should ensure that they support teachers to use the new approach to the teaching of writing to identify and close gaps in pupils' foundational knowledge and skills, particularly where these gaps have been persistent.
• Leaders should continue to drive up standards of attainment for disadvantaged pupils and low prior attainers so that their outcomes in national tests and examinations at the end of key stage 2 are more in line with their national counterparts.
• Leaders should ensure that pupils develop more detailed knowledge of some aspects of the personal development programme, such as knowledge and understanding of different faiths, fundamental British values and how to lead a healthy lifestyle.

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