Parkwood Academy

What Ofsted said

From the inspection on 9 July 2024

Pupils are happy, confident and caring. They say that it is easy to make friends and that everyone is welcomed because 'everyone's opinion is valued'. Pupils report that 'adults are the best thing' in the school. They say that staff are kind and help them if they have any problems. They are confident that staff take care of them and will keep them safe. Pupils enjoy coming to school and most play well together at breaks and lunchtimes. They take turns with the new equipment in the playground. Most pupils behave well. A small number of pupils who need extra help in managing their behaviour are very well supported. Pupils benefit from the opportunities they receive through extra-curricular clubs, such as music-band, animals, dance, football and many more. They enjoy the increasing opportunities they are getting for roles and responsibilities, such as those of learning leaders, and for trips and visits. Most pupils enjoy their lessons. In most subjects they work hard and enthusiastically. Consequently, they learn well. In a few subjects, and areas of learning in early years, they do not learn as well. Some pupils are not supported precisely to read and write as well as they could.

What the school should improve

• A few pupils, including some in key stage 2, have gaps in their reading and writing knowledge. The school does not know enough about how well its work is helping pupils to catch up with their peers. The school needs to ensure that provision is precisely implemented and closely monitored, so that all pupils learn to read and write as well as they should.
• In a few subjects, staff do not have a secure understanding of the precise knowledge that pupils need. Therefore, teachers do not confidently teach or check how well pupils are learning the intended curriculum. Leaders do not know enough about what pupils are learning in these subjects. The school needs to ensure that planning, staff training and leaders' monitoring ensure that the curriculum is being delivered as leaders intend.
• Some children who need extra help in the Nursery and Reception classes are not identified quickly and supported well enough to catch up with their peers. These children are not always ready for Year 1. The school needs to ensure that the staff are adept at using their training and adapting their curriculum planning to identify and support these children across all areas of their learning so they are better prepared for the next steps in their education.
• There is sometimes a lack of clarity between trustees and the academy committee about what they do and when. Other aspects have been prioritised over the quality of education. They rely too much on the information provided by leaders and the CEO, and therefore do not hold leaders to account. Trustees should clarify the roles and responsibilities within arrangements for governance. They should ensure that all layers of governance have precise systems for monitoring, reviewing, challenging and supporting the effectiveness of leaders' work so that they are held appropriately to account.

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