Serlby Park Academy

What Ofsted said

From the inspection on 10 October 2023

This school sits at the heart of the community it serves. There is a keen focus on helping pupils and their families overcome any challenges they might face. The school's ambitious 'changing lives' vision underpins leaders' determination to give pupils a good deal. Most pupils enjoy coming to school and appreciate the care and support they receive from staff. However, some pupils do not attend school as often as they should. Pupils' positive attitudes mean that they are focused and keen to learn. They know that staff want them to be successful. Low-level disruption in lessons is not usual. Most pupils behave well around school and feel safe. This is reflected by the 'happy hum' of a busy lunchtime. According to most pupils, the school deals with any incidents of poor behaviour or bullying fairly and consistently. Pupils like being with their friends. Younger pupils in the primary provision look up to their secondary peers. For example, pupils in Year 3 enjoy sharing their reading books with the Year 8 reading champions. Many pupils take part in after-school activities, including drama, sewing and sports clubs. They also benefit from trips to local museums, taking part in outdoor pursuits or visiting Paris.

What the school should improve

• The curriculum is well thought out and implemented consistently. However, some of the school's work to improve the curriculum is relatively recent. There has not been enough time for all of the developments to have the desired impact on what pupils know and can remember. The school must ensure that the curriculum continues to be implemented effectively so that there is a sustained improvement in pupils' achievements.
• Some parents of children with SEND lack confidence in the help provided by the school to meet their children's needs. These parents are not always aware of how the school is supporting their child to do well. The school must improve its communication with parents of children with SEND so that these parents are well informed about, and involved with, the school's work to help their children be successful.
• Some pupils do not attend school often enough. These pupils miss out on important learning and wider school experiences. The school needs to continue its work to reduce persistent absence, particularly of disadvantaged pupils and pupils with SEND, so that all pupils attend school well.
• Leaders in the primary and secondary phases do not always work together closely enough. Full advantage is not taken to discuss common approaches and share effective practices. This sometimes creates an unhelpful disconnect between the two phases. The school should establish a commonly understood set of policies and practices so that the transition between key stages 2 and 3 is seamless.

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