School etc

The Parks Primary School Closed - for academy Nov. 30, 2013

see new The Parks Primary Academy

The Parks Primary School
Courtway Road

phone: 01482 *** ***

headteacher: Mrs Cathy Byrne

reveal email: adm…

school holidays: via Kingston upon Hull council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 2002
Close date
Nov. 30, 2013
Reason open
Result of Amalgamation
Reason closed
For Academy
OSGB coordinates
Easting: 506424, Northing: 433235
GPS coordinates
Latitude: 53.785, Longitude: -0.38623
Accepting pupils
3—11 years old
Ofsted last inspection
Feb. 27, 2013
Region › Const. › Ward
Yorkshire and the Humber › Kingston upon Hull North › Orchard Park and Greenwood
Urban > 10k - less sparse

rooms to rent in Hull

Schools nearby

  1. Court Park Primary School HU69TA
  2. The Parks Primary Academy HU69TA (313 pupils)
  3. 0.1 miles St Anthony's Catholic Primary School HU69AA (201 pupils)
  4. 0.3 miles Shaw Park Primary School HU69DA
  5. 0.4 miles Danepark Primary School HU69AR
  6. 0.6 miles Thorpepark Primary School HU69EG (467 pupils)
  7. 0.7 miles McMillan Nursery School HU68HT (105 pupils)
  8. 0.7 miles The Green Way Primary School HU68HD
  9. 0.7 miles The Green Way Academy HU68HD (430 pupils)
  10. 0.8 miles Hall Road Primary School HU68PP
  11. 0.8 miles Sir Henry Cooper School HU69ES
  12. 0.8 miles Frederick Holmes School HU68JJ (79 pupils)
  13. 0.8 miles Hall Road Academy HU68PP (317 pupils)
  14. 0.9 miles Thomas Ferens Academy HU69BP (562 pupils)
  15. 1 mile Hallgate Junior School HU164DD
  16. 1 mile Cottingham Croxby Primary School HU54TN (330 pupils)
  17. 1.1 mile Endike Primary School HU67UR
  18. 1.1 mile Hallgate Infant School HU164DD
  19. 1.1 mile Newland School for Girls HU67RU (739 pupils)
  20. 1.1 mile St Mary's College HU67TN (1623 pupils)
  21. 1.1 mile Focus School - Cottingham Campus HU164DD (104 pupils)
  22. 1.1 mile Hallgate Primary School Cottingham HU164DD (250 pupils)
  23. 1.1 mile Endike Academy HU67UR (400 pupils)
  24. 1.3 mile Parkstone Primary School HU67DE (329 pupils)

List of schools in Hull

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30 September 2013
Mrs Cathy Byrne
The Parks Primary School
Courtway Road
Dear Mrs Byrne

Special measures monitoring inspection of The Parks Primary School

Following my visit with Sonya Williamson, additional Inspector, and Denah Jones Her
Majesty's Inspector, to your school on 26 and 27 September 2013, I write on behalf of Her
Majesty's Chief Inspector of Education, Children's Services and Skills to confirm the
inspection findings. Thank you for the help you gave during the inspection and for the time
you made available to discuss the actions which have been taken since the school's previous
monitoring inspection.
The inspection was the second monitoring inspection since the school became subject to
special measures following the inspection which took place in February 2013. The full list of
the areas for improvement which were identified during that inspection is set out in the
annex to this letter. The monitoring inspection report is attached.
Having considered all the evidence I am of the opinion that at this time:
The school is not making enough progress towards the removal of special measures.
The local authority's statement of action is fit for purpose.
The school may not appoint newly qualified teachers before the next monitoring inspection.
This letter and monitoring inspection report will be published on the Ofsted website. I am
copying this letter and the monitoring inspection report to the Secretary of State, the Chair
of the Governing Body and the Director of Children's Services for the City of Kingston upon
Yours sincerely
Gina White

Her Majesty's Inspector
The areas for improvement identified during the inspection which took place in
February 2013

  • Improve the quality of teaching so that it is at least good by ensuring that: 
    - pupils are given clearer guidance throughout lessons on how to improve specific aspects
    of their work 
    - marking is consistently good in all classes
    - all teachers hold sufficiently high expectations of pupils’ achievement and behaviour
    - work provided is hard enough for pupils, especially for the younger ones, in reading
    - information teachers collect about what pupils know already is used well to make sure
    work is at the right level for all groups of pupils
    - teachers’ management of behaviour is good in all classes
    - teaching assistants are deployed to good effect in all parts of lessons. 
  • Make sure that pupils make at least good progress in English and mathematics, especially
    in Years 3 and 4, by: 
    - ensuring that pupils at risk of underachieving, especially those for whom the school
    receives the pupil premium, are provided with the right support to enable them to do
    their best
    - providing opportunities for pupils to develop their writing and mathematics skills in
    subjects other than English and mathematics
    - ensuring that the mathematics curriculum maximises chances for pupils to use and
    apply their mathematical skills and that pupils complete fewer worksheets
    - giving more opportunities for pupils to write at length, especially in Years 3 and 4.
  • Urgently improve leadership and management by: 
    - providing clear guidance and carrying out regular checks to ensure that all staff,
    especially new staff, follow the school’s policies on teaching and learning, such as how
    pupils’ work is marked or how pupils’ work should be presented
    - ensuring senior leaders and all teachers review pupils’ progress, identify potential
    underachievement and precisely where additional support is necessary, and review the
    impact of additional support
    - urgently reviewing how support for pupils at risk of underachieving is provided
    - reviewing the impact of support provided by the pupil premium funding to check that it
    is helping eligible pupils to learn at a good rate
    - ensuring that senior leaders’ lesson observations focus on the progress and
    achievement of different groups of pupils as well as the performance of the teacher
    - ensuring that the targets set and the ways of measuring success in the school
    improvement plan are checked closely against how well pupils are doing.
  • Develop the skills of the governing body, especially in understanding information about
    pupils’ achievement and the quality of teaching, so that governors can effectively hold
    leaders to account for the impact of their work. 
    Report on the second monitoring inspection on 26 to 27 September 2013.
    Inspectors observed the school's work, scrutinised documents and met with the
    headteacher, groups of pupils, parents, teachers, and a governor. Inspectors also met with
    the partner school headteacher and a representative from the local authority and the
    Considerable staff changes have taken place since the last monitoring inspection: pupils in
    five of the 12 classes have had new teachers. Three teachers have returned from absences
    and three new teachers joined the school as class teachers in Reception, Year 3 and Year 5
    classes. The senior leadership team has been increased by one person. The school is due to
    become an academy in the next few weeks.
    Achievement of pupils at the school
    School data shows that children’s progress in the Early Years Foundation Stage and by the
    end of Key Stage 1 improved during 2013. In September, more pupils began Year 3 having
    reached the expected standards in reading, writing and mathematics in the summer.
    Underachieving pupils are being identified more carefully. Extensive support was prioritised
    to help them last year. However, school records show that academic progress slowed for
    several of these groups when support was reduced and re-prioritised for Year 6 pupils prior
    to the national tests. School data show that gaps in the progress and attainment of boys
    and of pupils who are known to be eligible for free school meals are not consistently closing
    across all classes. Progress, while improving last year, was slower for pupils in Years 3 and 4
    classes. Throughout the school pupils who the school deems require additional support,
    known as school action, for their special educational needs, are making less progress with
    reading and writing, particularly in Key Stage 2, and are falling further behind their
    The extensive additional support provided in the latter half of the year to Year 6 pupils has
    been too late to make up for poor teaching of English in the past. Just over half of Year 6
    pupils achieved the basic standard in reading, mathematics and writing in 2013. Over a third
    of pupils did not reach the expected level in the spelling, punctuation and grammar tests
    taken for the first time in 2013. Although more pupils made expected progress in
    mathematics they made much less progress in reading and writing. Leaders have yet to
    investigate the reasons for this in order to inform and sharpen the implementation of these
    Lesson observations show a mixed picture of progress across year groups and key stages in
    reading, writing and mathematics. Since the start of term the weakest readers, writers and
    mathematicians are receiving focused support. This is not always finely attuned to each
    pupil’s needs and consequently they continue to make slow progress.
    The quality of teaching
    Lesson observations during this inspection indicate some small improvements in the quality
    of teaching in the past few weeks, as noted in the school’s recent reviews. Nonetheless,
    there is little that is good and some inadequate teaching remains. Pupils in Key Stage 2
    classes say that they are already learning more in their new classes and they and their
    teachers want them to achieve their best.
    Teachers are still getting to grips with changes the school has introduced to the teaching of
    writing, and confidence to adapt strategies to the needs of the pupils are still developing.
    Tasks in lessons and in small support groups are usually explained well by teachers and
    teaching assistants at the outset. Pupils knew what they had to do in response to the tasks
    set during lessons, although they could not always explain what they were learning or what
    was expected of them. During lessons, pupils’ progress slows because learning is not
    checked effectively to ensure that tasks continue to be pitched precisely and to ensure that
    the level of challenge for each pupil remains just right to promote rapid progress. For
    example, in Years 2 and 4 not enough account was taken when pupils started to struggle
    with writing or action taken to remedy this. Guidance to pupils about what a good piece of
    work looks like is not identified enough in the majority of lessons across all key stages. Good
    practice in planning lessons so that they deepen learning is taking place in some classes but
    it is not consistent. Effective learning takes place when clear guidance is given throughout
    lessons and criteria for success is shared with pupils from the outset. For example, in a Year
    5 literacy lesson, pupils knew they had to use specific types of punctuation, spell accurately
    and use verbs and adverbs in their writing. They practised identifying and then using them
    in their own writing so that they were confident in structuring their writing and
    demonstrated a deeper understanding of how to apply these features by the end of the
    School leaders have acted to increase the level of challenge in reading books so that they
    are interesting and not too easy. Regular reading is taking place in lessons. Older pupils are
    becoming confident in applying strategies for reading unfamiliar words and in looking up the
    meaning of new words. Their knowledge of authors and of a range of genres is developing
    from a low base. In the Early Years Foundation Stage classes, children’s progress slowed
    because not all of them could see the words and pictures in the small books.
    Challenging work is beginning to take place for the more-able mathematicians in Year 6 and
    work in their books demonstrates a secure focus on a broader range of mathematics, such
    as applying and using number in context, problem solving and shape, space and measures.
    This breadth of learning in mathematics is not seen across other classes. Much of the
    curriculum continues to be limited and number work continues to dominate. Few
    opportunities exist for children to develop and use numeracy skills in the Early Years
    Foundation Stage and in Key Stage 1. In discussions, Key Stage 2 pupils said that work in
    mathematics was too easy. Teachers’ knowledge of alternative approaches to the teaching
    of mathematics remains limited. In lessons much work was based around worksheets and
    pupils’ progress slowed as they waited for assistance. Few planned opportunities exist for
    pupils to develop their writing and mathematics skills in other subjects.
    Procedures for marking and feedback to pupils are now listed in the front of exercise books.
    The best marking, in Years 2 and 6, gives pupils time to respond to teachers’ comments and
    expects them to do so. Feedback remains inconsistent because it does not always pin point
    exactly what pupils should do to improve, particularly in mathematics.
    Behaviour and safety of pupils
    High expectations of children and behaviour are set in the Early Years Foundation Stage.
    Children are beginning to follow routines, and strategies such as those to gain their
    attention and to reinforce good listening are appropriate to the age of the children and are
    effective. Across the school, expectations of pupils’ behaviour and teachers’ management of
    lessons are inconsistent, particularly in targeting questions to individual pupils to avoid the
    necessity to shout out. Occasionally, pupils wait too long for assistance in lessons and this
    slows their progress and leads to low-level disruption. Pupils say they feel safe at school and
    supervision at lunch and play time is satisfactory. Good supervision in dining rooms and
    changes to the timings for lunch for different age groups has had a positive and calming
    influence on behaviour at lunchtime. However, disruption, while much reduced, occasionally
    occurs. Pupils know that incidents of misbehaviour in lessons and at lunchtimes take place
    by a small number of children. They do not like this and know it is challenged consistently
    by the headteacher. Attendance has fallen in the last year compared to a steady
    improvement previously. Work with families and actions to encourage pupils to come to
    school more regularly were reduced following the absence of key staff but are now starting
    to build again.
    The quality of leadership in and management of the school
    Since the start of term, the school has begun to establish teaching teams for each key
    stage. Members of the senior leadership team are starting to take greater responsibility for
    supporting teachers. However, at this early stage there is little evidence of the impact of
    their work. Guidance and training for staff and especially newly qualified teachers and new
    staff in understanding and applying the school policies for safeguarding and child protection
    are followed and regularly monitored. Staff, particularly those who are new, are informed
    and confident in applying school policies.
    School planning is adequate. It is more firmly attuned to the school’s priorities and analysis
    of data has identified the groups of pupils that it needs to focus its efforts upon. Measures
    to judge the impact of the school’s work are specific and provide an initial means to check
    that progress is being made. However, the school has yet to develop and embed robust
    procedures to keep a close check on how well these measures are being achieved and to
    accurately report progress to governors, staff and parents. For example, leaders have not
    ensured that marking and feedback to pupils is consistent and embedded in practice.
    Leaders are beginning to tackle the widespread underachievement, particularly in reading
    and writing, in all classes. Targeted additional support to groups and individuals, many of
    whom are children who are eligible for free school meals, shows that this work is not yet
    having the intended impact. The urgency with which this work is reviewed and rigour of
    reporting is insufficiently focused on accelerating progress, or taking swift action to ensure
    that pupils learn at a good rate. Senior leaders have not used this information to focus their
    lesson observations on the progress of specific groups of pupils. Lesson observations have
    focused on the performance of teachers, many of whom have now left the school. Leaders
    recognise there is more to do to sharpen their systems for the performance management of
    staff and particularly in the rigour and detail of the measures for judging the impact
    teachers have on the achievement of different groups of pupils.
    In the last six weeks, an external review of governance has been undertaken and an action
    plan developed. The first tentative steps are now being taken to develop governors’
    knowledge of data and their responsibilities. However, it has taken too long to get to this
    stage. Information provided to the governing body remains insufficiently detailed or timely
    enough to enable them to gain an accurate view about important areas of the school’s work,
    such as the management of teachers’ performance, or to gauge the impact that additional
    support has on the attainment and progress of vulnerable groups. The academy sponsor has
    begun to share the expectations that they have of governance and plans to establish a new
    governing body for the academy. There is no sense of excitement or involvement of pupils
    and their families in preparing for the academy, nor is there a shared vision for the new
    academy. Pupils seemed oblivious to the fact that this was imminent although they know a
    change of school uniform will take place in the next few weeks.
    External support
    Local authority support has helped senior leaders to develop the ability to judge the quality
    of teaching. Support and training has enabled the school to introduce changes to the
    teaching of writing and mathematics. The frequent changes of teaching staff have meant
    that much of this work has had to be repeated to update new staff. Consequently, any
    impact is hard to discern. Following the judgement at the first monitoring inspection the
    local authority has taken appropriate steps to sharpen targets and timescales and the
    statement of action is fit for purpose. A link with Endike Primary School has supported
    leaders in introducing systems to analyse data and check pupils’ progress. As a result
    leaders now know where their actions need to focus but have yet to show striking impact.

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