The Parks Primary School Closed - for academy Nov. 30, 2013
Headteacher: Mrs Cathy Byrne
reveal email address
School holidays for The Parks Primary School 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
- Court Park Primary School HU69TA
- The Parks Primary Academy HU69TA (313 pupils)
- 0.1 miles St Anthony's Catholic Primary School HU69AA (201 pupils)
- 0.3 miles Shaw Park Primary School HU69DA
- 0.4 miles Danepark Primary School HU69AR
- 0.6 miles Thorpepark Primary School HU69EG (467 pupils)
- 0.7 miles McMillan Nursery School HU68HT (105 pupils)
- 0.7 miles The Green Way Primary School HU68HD
- 0.7 miles The Green Way Academy HU68HD (430 pupils)
- 0.8 miles Hall Road Primary School HU68PP
- 0.8 miles Sir Henry Cooper School HU69ES
- 0.8 miles Frederick Holmes School HU68JJ (79 pupils)
- 0.8 miles Hall Road Academy HU68PP (317 pupils)
- 0.9 miles Thomas Ferens Academy HU69BP (562 pupils)
- 1 mile Hallgate Junior School HU164DD
- 1 mile Cottingham Croxby Primary School HU54TN (330 pupils)
- 1.1 mile Endike Primary School HU67UR
- 1.1 mile Hallgate Infant School HU164DD
- 1.1 mile Newland School for Girls HU67RU (739 pupils)
- 1.1 mile St Mary's College HU67TN (1623 pupils)
- 1.1 mile Focus School - Cottingham Campus HU164DD (104 pupils)
- 1.1 mile Hallgate Primary School Cottingham HU164DD (250 pupils)
- 1.1 mile Endike Academy HU67UR (400 pupils)
- 1.3 mile Parkstone Primary School HU67DE (329 pupils)
|Unique Reference Number||133597|
|Inspection dates||5-6 March 2008|
|Reporting inspector||James McGrath|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3-11|
|Gender of pupils||Mixed|
|Number on roll (school)||289|
|Appropriate authority||The governing body|
|Date of previous school inspection||1 July 2004|
|School address||Courtway Road|
|Telephone number||01482 854616|
|Fax number||01482 801017|
|Chair||Mrs Gaynel Munn|
|Headteacher||Mrs Cathy Byrne|
The inspection was carried out by three Additional Inspectors.
Description of the school
This is a larger than average primary school serving an area of very high social deprivation. The proportion of pupils eligible for a free school meal is well above average. There is a well above average number of pupils with learning difficulties and/or disabilities. Some pupils are taught in mixed age classes to cater for their learning difficulties and/or disabilities. Pupils are from predominantly White British backgrounds and very few require support for learning English as an additional language. The school has a higher than average proportion of pupils who leave or join it at other than the usual times. There are plans for a children’s centre to open in September 2008.
Overall effectiveness of the school
The Parks Primary School is a satisfactory school with some good features. The school provides a good quality of care in a supportive atmosphere resulting in good personal development. Pupils enjoy school. They make satisfactory progress in developing the skills they need to support their future learning. Teaching is satisfactory and good behaviour is a key feature of lessons. The best lessons have a brisk pace, are well planned and engage the pupils throughout so that they make good progress. Occasionally teachers take too long explaining to pupils what they have to do and this slows their progress.
Pupils’ achievement is satisfactory. Although standards are well below average when pupils leave school most pupils have made satisfactory progress from their exceptionally low starting points. The use of a more active and practically based curriculum that meets the needs of all children has helped improve progress in the Foundation Stage and Key Stage 1 particularly. Staff are planning and working keenly to develop this approach in Key Stage 2. The nurture groups are a strong feature of the school. These are small classes of pupils from different age groups that provide more focused support for those with learning difficulties and/or disabilities. As a result progress is effectively rising across the school. The school recognises more needs to be done to further raise standards.
Pupils feel safe and there is a ‘buddy’ system so that pupils can help others when they feel upset. The school council has been active in influencing the school to develop a ‘trim trail’. This, along with organised play activities at break and lunchtimes, makes a good contribution to the health of pupils. A popular breakfast club encourages a healthy start to the day and this continues with fruit and vegetables provided for all pupils. The school has good community links and successfully encourages pupils to become involved in community initiatives. However, the curriculum does not help children learn sufficiently about the wide diversity of British culture. Parents appreciate the dedication of the staff and say they are ‘happy with the school as it does a good job’. A ‘stay and play’ initiative in Foundation Stage is well supported by parents and they say ‘it helps us understand what our children are doing in school and support them more at home’.
Leadership and management are satisfactory. The good leadership of the headteacher has promoted a calm working atmosphere in which pupils and teachers are able to focus on raising standards. Recent improvements to assessment systems and the curriculum are helping to raise standards. However, the school’s plans for improvement do not always identify sharply enough how the actions taken will impact on pupils’ achievement and personal development.
Effectiveness of the Foundation Stage
Provision in the Foundation Stage (Nursery and Reception) is good, with outstanding features in the provision for outdoor learning. Children start in the Nursery with a diverse range of skills but for many, their level of development is exceptionally low for their age. Most children make good progress but many do not reach the learning goals expected for their age by the time they leave Reception. Children feel safe and through good teaching make good progress in their learning, particularly in their personal development, language skills and physical development. This is because the staff plan a wide range of interesting and challenging activities that often excite the children, including outdoors. These activities give children real choice in what they do. Leadership and management are good. Assessment procedures are thorough and used well to plan new learning.
What the school should do to improve further
A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.
Achievement and standards
Achievement is satisfactory. Standards in Year 6 are well below average. However, from an exceptionally low starting point when they start school, pupils make satisfactory progress. Following the good start children make in Foundation Stage, pupils make satisfactory progress from Year 1 through to Year 6. Results in national tests in 2007 for pupils aged 7 and 11 were significantly below the national average. For pupils aged 11 these results reflected satisfactory achievement and were an improvement on the 2006 results.
School data and inspection evidence confirm that standards are rising and progress is improving, particularly in the Foundation Stage and Key Stage 1. The school recently introduced improvements to the curriculum and to tracking pupils’ progress and these changes are starting to raise standards. The successful nurture groups have begun to raise achievement especially for the pupils with learning difficulties and/or disabilities. These pupils make satisfactory progress. The very few pupils who learn English as an additional language benefit from the caring atmosphere which raises their self-confidence to communicate and they make good progress.
Personal development and well-being
Pupils’ personal development, including their moral and social development, is good. Spiritual and cultural development is satisfactory. Pupils form good relationships with each other. They show care and consideration for everyone, including adults, and behave well. There is a key worker for pupils with behavioural difficulties who has been helpful in making the school calmer and minimising disruption. The school makes considerable effort to raise attendance and most pupils attend regularly although overall figures show attendance remains below national figures. Pupils are happy in school and discussions with pupils indicate that they enjoy practical activities and appreciate that the teachers make their lessons ‘fun.’ Pupils develop a good understanding of how to be good citizens. They talk proudly of the influence the school council has had on the installation of the ‘trim trail’ in the playground that has improved playground facilities. They show care and consideration for others in their fundraising for various charities. The pupils’ display a good awareness of how to stay healthy, fit and safe and have a secure understanding of their own local culture. Their knowledge and understanding of the multicultural nature of modern society is less developed. This feature, coupled with their current standards in basic skills, means that the pupils are satisfactorily prepared for their future lives.
Quality of provision
Teaching and learning
Teaching and learning are satisfactory. Lessons progress smoothly due to the good quality of relationships fostered between the staff, children and parents. Teachers use a good range of effective behaviour management techniques to help pupils concentrate on their learning. Teachers and support staff are skilful at meeting the needs of pupils who have learning difficulties and/or disabilities. Interventions include effective work in small groups as well as support in lessons that enable these pupils to be fully involved in all activities. Improved assessment of pupils’ progress means that in most lessons, teachers plan to meet the varying needs of different groups effectively, deploying support staff carefully to work with individuals or groups. The increasing number of pupils from minority ethnic groups is generally well-supported and those learning English as an additional language make good progress. Lessons usually flow at a satisfactory pace, although occasionally, teachers take too much time explaining what pupils are to do and the pace slows so that some become restless. Teachers’ marking of pupils’ work is accurate and helpful. However, it is not always effective because teachers sometimes do not insist that pupils follow the guidance offered. In most lessons, teachers make it clear to pupils what they are expected to learn, and encourage them to assess and comment on their own and other pupils’ work.
Curriculum and other activities
The curriculum is a developing strength at Key Stage 1. Intensive development work has been undertaken by staff over the last two years and a large and enthusiastic group of them is now focusing on improving the curriculum for Key Stage 2. This is in order to make learning activities more engaging and appealing for pupils so that they are motivated to make better progress, as has happened for younger pupils. There is an appropriate emphasis on the core subjects of English, mathematics and science and information and communication technology. The curriculum provides well for pupils’ personal and social development and physical well-being. As a result, pupils learn effectively how to live safe and healthy lifestyles. Pupils who have learning difficulties and/or disabilities receive support when required. They are fully included in the curriculum. Opportunities for learning outside the school day are satisfactory, including links with the sports and arts facility and the community wardens.
Care, guidance and support
This is a good aspect of the school’s work. All required child protection and safeguarding procedures are in place. Staff vigilance in looking after pupils’ welfare is evident in the well managed care for Reception children, the good support for pupils with learning difficulties and/or disabilities and the extra support for pupils joining the school at times other than the usual start. Parents say that they appreciate the caring and happy atmosphere in the school. Academic support and guidance are good. The new monitoring systems enable staff to check pupils’ progress and are used effectively to set improvement targets. Older pupils use these well and know what they need to do to improve. Whilst some pupils are involved in assessing their own and others’ work, this aspect of assessment is not yet consistent across the school. One particularly good feature is that staff set targets in other subjects, not just English, mathematics and science, and use the information well to plan new work and encourage independence in learning, particularly the Nursery and Reception and in the older classes.
Leadership and management
Leadership and management are satisfactory. The headteacher’s leadership is good and is shown in the commitment across the whole school to raising achievement. Good leadership in the Foundation Stage is having a positive effect on improving progress for the younger children. Strengthened senior leadership and improved approaches to monitoring the work of the school are contributing to the school’s accurate self-evaluation. The right priorities have been identified and actions taken are leading to improvements. For example, the assessment and close tracking of pupils’ progress are helping to improve standards. Information is now available to enable the school to set challenging targets. The impact of recent changes was not seen in the 2007 results of national tests. Although pupils made satisfactory progress the school did not meet its targets. As the school starts to reap the benefit of changes they are more on track to reach their targets. Though the school’s improvement plans identify the appropriate action to take, it is not always clear how this is expected to improve the achievement or personal development of pupils. The school works well in partnership with others and parents are appreciative of the school’s efforts to involve them in the education of their children. For example, the opportunity provided to take part in the ‘Stay and Play’ initiative.
Governors are aware of the strengths and areas for improvement and discharge their duties satisfactorily. Improvement since the last inspection is satisfactory overall. There has been significant improvement in behaviour. The rate of pupils’ progress is improving but there is still more to do to raise standards further. Capacity for improvement is satisfactory but improving. Value for money is satisfactory.
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate||School Overall|
|How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners?||3|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||2|
|The effectiveness of the Foundation Stage||2|
|The capacity to make any necessary improvements||3|
|Achievement and standards|
|How well do learners achieve?||3|
|The standards1 reached by learners||3|
|How well learners make progress, taking account of any significant variations between groups of learners||3|
|How well learners with learning difficulties and disabilities make progress||3|
|1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.|
|Personal development and well-being|
|How good is the overall personal development and well-being of the learners?||2|
|The extent of learners' spiritual, moral, social and cultural development||2|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||2|
|How well learners enjoy their education||2|
|The attendance of learners||3|
|The behaviour of learners||2|
|The extent to which learners make a positive contribution to the community||2|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||3|
|The quality of provision|
|How effective are teaching and learning in meeting the full range of the learners' needs?||3|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||3|
|How well are learners cared for, guided and supported?||2|
|Leadership and management|
|How effective are leadership and management in raising achievement and supporting all learners?||3|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||3|
|How effectively leaders and managers use challenging targets to raise standards||3|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can||3|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||3|
|The extent to which governors and other supervisory boards discharge their responsibilities||3|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
Text from letter to pupils explaining the findings of the inspection
7 March 2008
Inspection of The Parks Primary School, Kingston-upon-Hull, HU6 9TA
On behalf of the inspection team I would like to thank you for helping us when we inspected your school. We enjoyed meeting you and we were impressed by your good manners, good behaviour and friendliness. We are especially grateful to those of you who met with us at lunchtime. Please also thank your parents for helping us by filling in the questionnaires.
The Parks is a satisfactory school and it has some good features. You are very well looked after and you care well for each other. You make good use of your break times and enjoy the activities that are organised for you. You make good use of the ‘trim trail’ that your school council organised from your suggestions. It was good to see you enjoying healthy food and drink.
You tell us that you enjoy practical work and we know that your teachers are beginning to put more practical work into lessons. This is so that you will enjoy your learning even more and achieve higher standards. Most of you attend very well but a few need to come to school every day so that your teachers can help you improve. We were very impressed with the way that those children in Nursery and Reception are learning.
Your headteacher and all of the staff and governors work well together. They are going to think of more ways to improve your school and check that changes are helping you make better progress, reach higher standards and get a better understanding of all of the different people living in Britain. They will plan especially carefully to make sure that you make the most of all the school is doing to help you to improve your achievement. You can help them in this by trying hard in all you do and continuing to work together so well.
We really enjoyed our visit to your school and wish you and all the staff the very best for the future.
© Crown copyright 2008
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaints about school inspections', which is available from Ofsted's website: ofsted.gov.uk.