School etc

Parkland Junior School

Parkland Junior School
Brassey Avenue
East Sussex

phone: 01323 502620

headteacher: Mr S Gough


school holidays: via East Sussex council

242 pupils aged 7—10y mixed gender
240 pupils capacity: 101% full

115 boys 48%


125 girls 52%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 560078, Northing: 102324
GPS coordinates
Latitude: 50.798, Longitude: 0.27016
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 27, 2012
Region › Const. › Ward
South East › Eastbourne › Hampden Park
Urban > 10k - less sparse
Free school meals %

rooms to rent in Eastbourne

Schools nearby

  1. Parkland Infant School BN229QJ (180 pupils)
  2. 0.2 miles The Lindfield School BN220BQ (79 pupils)
  3. 0.2 miles The Eastbourne Academy BN229RQ (621 pupils)
  4. 0.3 miles Eastbourne Technology College BN229RQ
  5. 0.4 miles Hampden Park Infant School BN229RB
  6. 0.4 miles Oakwood School BN220SS
  7. 0.4 miles Oakwood Primary Academy BN220SS (419 pupils)
  8. 0.6 miles Eastbourne Tutorial Unit BN212UU
  9. 0.6 miles Highfield Junior School BN229BX
  10. 0.6 miles The Park College Eastbourne BN212UN
  11. 0.6 miles Heron Park Community Primary School BN229EE
  12. 0.6 miles Heron Park Primary Academy BN229EE (323 pupils)
  13. 0.7 miles Ratton School BN212XR
  14. 0.7 miles Eastbourne College of Arts and Technology BN212UF
  15. 0.7 miles Sussex Downs College BN212UF
  16. 0.7 miles Ratton School BN212XR (1196 pupils)
  17. 1.1 mile Ocklynge Junior School BN208XN (843 pupils)
  18. 1.1 mile The Causeway School BN238EJ (802 pupils)
  19. 1.2 mile Shinewater Primary School BN238ED (423 pupils)
  20. 1.3 mile The Cavendish School BN211UE
  21. 1.3 mile Hazel Court School BN238EJ (88 pupils)
  22. 1.3 mile The Cavendish School BN211UE (939 pupils)
  23. 1.4 mile Willingdon Primary School BN209RJ (422 pupils)
  24. 1.4 mile West Rise Community Infant School BN237SL (210 pupils)

List of schools in Eastbourne

School Report

Parkland Junior School

Brassey Avenue, Eastbourne, East Sussex, BN22 9QJ

Inspection dates 27–28 September 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Most pupils achieve well. They make good
The trend of improvement identified in the
Teaching is good with examples of
Marking is a strength. Pupils and teachers
progress from their starting points to reach
levels that are broadly in line with the
national average.
previous inspection has continued apace.
outstanding practice across the school. This is
because leaders and managers are
committed to staff development and teachers
are responsive to new ideas.
contribute to astute comments which have
the desired effect of moving pupils to the
next step in their learning.
Behaviour in and around the school is good
Pupils take a great deal of responsibility for
Leaders and managers at all levels, including
Leaders manage the performance of teachers
and pupils feel safe.
their own learning. They are encouraged to
think deeply about what helps them to learn
and are therefore able to talk articulately
about, for example, the strategies they use
when reading.
the governing body, work very effectively to
continue to improve pupil outcomes.
in such a way that there is a constant drive
for excellence and teachers invite
constructive feedback to help improve their
The proportion of outstanding teaching is not
yet high enough to ensure all pupils make
rapid and sustained progress.
Data, while managed well at individual pupil
level, are not used as effectively in terms of
analysing group and whole-class
Inspection report:

Parkland Junior School, 27–28 September 2012
2 of 9

Information about this inspection

  • Inspectors observed 19 lessons or parts of lessons, including a joint observation with a senior
    leader. These included visits to intervention sessions. The teaching of a wide range of subjects
    was observed, including phonics (letter patterns and the sounds they represent) and guided
    reading. In addition, the inspection team listened to pupils read and attended assemblies.
  • Meetings were held with pupils, parents and carers, staff and representatives from the
    governing body and the local authority.
  • Inspectors took account of the 34 responses to the on-line questionnaire (Parent View) and to
    the questionnaires returned by staff.
  • They observed the school’s work and looked at a range of documents including those relating
    to safeguarding and child protection, the school’s self-evaluation, the school improvement plan,
    the governing body minutes, data on pupils’ performance, notes of visits by external
    consultants, logs relating to behaviour and absence figures.

Inspection team

Jeanie Jovanova, Lead inspector Additional inspector
Andrew Lyons Additional inspector
Inspection report:

Parkland Junior School, 27–28 September 2012
3 of 9

Full report

Information about this school

  • This is an average-sized junior school. Most pupils are of White British heritage. A range of
    minority ethnic groups are represented in smaller numbers.
  • The proportion of disabled pupils and those with special educational needs supported at school
    action, school action plus or with a statement of special educational needs is higher than the
    national average.
  • The proportion of pupils known to be eligible for the pupil premium is in line with the national
  • The school meets the government’s current floor standards, which set the minimum
    expectations for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching so that pupils make consistently rapid and
    sustained progress by:
    – embedding the coaching programme to ensure outstanding practice is shared more
    – providing more guidance on the best use of language so that pupils develop a secure and
    accurate understanding of vocabulary.
  • Ensure data are used effectively by staff at all levels to monitor the achievement of larger
    groups such as bands streamed by ability, classes or year groups in order to spot trends and
    patterns, and address them.
Inspection report:

Parkland Junior School, 27–28 September 2012
4 of 9

Inspection judgements

The achievement of pupils is good
  • Pupils enter the school with attainment levels that are below those expected for their age.
    They are introduced to the school’s philosophy of self-assessment, which they readily adopt,
    and begin to make gains in their learning very quickly.
  • Pupils make good progress year on year to reach standards that are broadly average by the
    end of Year 6. Evidence from pupils’ books, lesson observations and the school’s own
    assessment data indicate that this pattern of good achievement is embedded and set to
  • Disabled pupils and those with special educational needs supported at school action make
    good progress because interventions are carefully targeted to meet their needs and are
    monitored for maximum impact.
  • Pupils supported at school action plus or with a statement of special educational needs have
    their often complex needs met extremely well. The parent of a child with a statement of
    special educational needs could not praise the school highly enough when speaking to
  • Pupils who are known to be eligible for the pupil premium also make good progress because
    funding is used to specifically target the individual needs of pupils and to put in place support
    strategies to effectively meet their needs.
  • Pupils from different minority ethnic groups make good progress because of teaching that is
    carefully tailored to pupils’ needs and because the school is an inclusive community which
    promotes equality of opportunity well.
  • The school promotes a love of reading. The library is accessible and inviting, and all classes
    have a reading area with comfortable seating and eye-catching displays. The thematic
    approach to the curriculum sparks pupils’ interest in reading across a wide range of topics and
    pupils speak knowledgeably about strategies that help them approach unknown words. Equally
    good attention is paid to the development of pupils’ writing and numeracy skills and their use
    in different subjects.
The quality of teaching is good
  • Teaching has improved considerably since the previous inspection. It is now good overall with
    an increasing proportion that is outstanding.
  • Additional adults are used well to support the learning of individual pupils and selected groups.
    They work seamlessly as a team both with each other and with teachers and ensure maximum
    impact of this valuable resource.
  • Marking is an exemplary feature of the school’s work. Systems introduced since the previous
    inspection have resulted in work in all subjects being marked regularly and in depth. Useful,
    accessible next steps in learning are indicated and time is given for pupils to reflect and
    respond at the beginning of subsequent lessons. This creates a meaningful dialogue which
    really develops pupils’ understanding of how they learn and also motivates pupils to move
  • Pupils also have opportunities to mark their own work and that of their classmates. They do
    this with tact and a high level of understanding of what success in the task looks like, because
    teachers make it abundantly clear and often stop to reshape understanding or challenge pupils
    further as lessons progress.
  • Another strong feature is the way pupils are involved during lessons. For example, in a guided
    reading session with the youngest pupils, the teacher invited top tips for reading well from the
    pupils themselves.
  • Homework enhances the cross-curricular approach and gives pupils further ownership of their
    learning as they get to choose from a selection of tasks. These are designed to meet a range
    of needs and interests, from the musical to the manually dextrous and the logical to the
Inspection report: Parkland Junior School, 27–28 September 2012 5 of 9
  • Pupils have opportunities to decide how to approach their learning for maximum effect. In a
    mathematics lesson where some pupils were choosing to work alone, and others worked in
    groups, there was a strong emphasis on pupils finding the method that worked best for them
    and moving on when they felt ready. This was underpinned by the expectation that they
    justified their methods. As a result, pupils could speak eloquently about division and associated
    number facts.
  • There is a great deal of focus on sentence structure and the use of standard English. Pupils
    use reference information well and there is an expectation, which pupils meet, that written and
    oral work will contain adventurous vocabulary.

However, on occasion, teachers do not provide enough guidance on the best use of language

and, as a result, pupils can become confused about the meanings of certain words. For

example, a pupil described a character as ‘mumbling’ but, when questioned, felt this was

similar to ‘whispering’.

The behaviour and safety of pupils are good
  • Pupils move around the building with care. Careful provision, including the use of playleaders,
    ensures there are plenty of purposeful activities on offer at breaktimes. Lunchtime is calm and
  • There is a deep and abiding sense of respect between all members of the school community.
    This is reflected in the exemplary behaviour in assemblies and the enthusiasm for raising funds
    and helping around the local community.
  • Pupils who have particular behavioural needs are involved in the management of their own
    behaviour. They respond well to strategies put in place by the school and appreciate that
    behaviour, including their own, is dealt with consistently and fairly.
  • Pupils can talk well about what helps them to learn; for example, showing a clear
    understanding of which books to pick to ensure the right level of challenge in order to extend
    and develop reading skills.
  • Most pupils show positive attitudes to learning along with a high level of engagement. Where
    teaching is less than outstanding, there are occasional moments where attention wanders for
    some and, although this does not result in disruption, levels of engagement are not as high.
  • Pupils attend regularly and are punctual. Leaders monitor this carefully, rewarding those who
    make a real effort and also working to ensure that any issues are resolved positively.
  • Pupils can talk lucidly about how to keep themselves safe. They understand how bullying might
    present itself. They accept that bullying happens on occasion in their school, usually name
    calling, but say it is extremely well dealt with because staff really care about pupils’ welfare
    and teach pupils to respond in a mature and sensible way.
  • The number of fixed-term exclusions is lower than in most primary schools. There have been
    no permanent exclusions in recent years.

Parents and carers are positive about behaviour and safety, and those who contributed their

views during the inspection indicated that they would unanimously recommend this school to


The leadership and management are good
  • Leaders and managers have worked very effectively to improve the quality of teaching since
    the previous inspection. The recently introduced programme of coaching, which entails
    colleagues observing each other teach and then acting on feedback, has enabled the school to
    begin to share outstanding practice. Leaders acknowledge that there is scope to increase the
    proportion of outstanding practice by embedding this programme across the school.
  • Staff performance is managed astutely. Targets are closely linked to ensuring as many pupils
    as possible make more progress than typically expected and teachers have opportunities to
    meet with leaders during the year to discuss how best to effect this.
Inspection report: Parkland Junior School, 27–28 September 2012 6 of 9
  • Data relating to the progress of individual pupils are used well at these meetings. Data are also
    analysed for specific groups, for example disabled pupils or those with special educational
    needs. However, there is less emphasis on analysing data for other groups, such as classes or
    year groups, and this limits the extent to which leaders can compare their achievement with
    national indicators in order to ensure optimum performance.
  • Leaders at all levels are committed to improving pupils’ achievement in the areas they manage.
    Those responsible for the humanities exemplify this by the way they strive for excellence in
    marking, and identify opportunities for the development of communication and mathematical
    skills in their subjects.
  • Pupils’ spiritual, moral, social and cultural development is promoted in many ways. For
    example, pupils are made aware that the school community is not as diverse as many across
    Britain. There are firm links with other primary schools in more urban, multicultural settings,
    allowing pupils to visit different communities and experience what life is like for children
    elsewhere. Assemblies are also a strong feature, giving time for deep reflection and communal
  • The curriculum is broad and rich and opens up avenues of investigation that ensure pupils take
    ownership of their own learning and develop interests across a wide range of subjects. There is
    an emphasis on meaningful links that enrich learning and provide opportunities for further
    enhancement of key skills in reading, writing and mathematics.
  • The local authority regularly evaluates the school’s capacity to improve and offers support
    accordingly. It currently provides light touch support to the school.
  • The governance of the school:
    – is clear in its role and holds the school to account both for the outcomes of pupils and for
    the performance of teachers
    – monitors the performance of different groups of pupils diligently and questions how
    efficiently resources are used. For example, the governing body has evaluated how pupil
    premium funding is impacting on achievement.
Inspection report:

Parkland Junior School, 27–28 September 2012
7 of 9

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This
ensures that pupils are very well equipped for the next stage of
their education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide
well for all its pupils’ needs. Pupils are well prepared for the next
stage of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school
is failing to give its pupils an acceptable standard of education
and the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the
necessary improvement in the school. This school will receive
regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive
regular monitoring by Ofsted inspectors.

Inspection report:

Parkland Junior School, 27–28 September 2012
8 of 9

School details

Unique reference number 114464
Local authority East Sussex
Inspection number 405514

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Junior
School category Community
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 237
Appropriate authority The governing body
Chair Samara Hume
Headteacher Steve Gough
Date of previous school inspection 18–19 January 2011
Telephone number 01323 502620
Fax number 01323 509973
Email address reveal email: h…
Inspection report:

Parkland Junior School, 27–28 September 2012
9 of 9

print / save trees, print less