Parsonage Farm Primary School

Strengths

• Safeguarding standards are met, with an open culture in which concerns are actively identified and managed.
• Attendance is significantly above national averages and persistent absence is well below national figures.
• Behaviour is a major strength, with clear expectations, consistent routines and calm, purposeful classrooms.
• Pupils feel safe, bullying is rare and pupils are considerate and welcoming to new arrivals.
• The curriculum is broad, balanced and regularly reviewed, with well-established phonics and mathematics.
• Teaching is typically effective, with strong subject expertise, clear modelling and purposeful discussion.
• Early years provision is well led, with a balanced curriculum across all seven areas of learning and inclusive practice.
• Inclusion is central to the school, with quick identification of needs and bespoke support such as the Maple provision.
• Pupils with SEND and other barriers to learning receive effective academic and pastoral support.
• Disadvantaged pupils are generally supported effectively and make positive progress from their starting points.
• Personal development is well considered, with varied enrichment, careers activities and strong pastoral support.
• Pupil leadership is a notable strength, with roles such as prefects, wellbeing ambassadors and digital leaders.
• Leadership has created a positive culture of care and staff morale is very high.
• Governance is highly experienced and provides effective support and challenge.
• Pupils are well prepared for secondary school.

Areas for Improvement

• Some pupils, including disadvantaged pupils with higher starting points, do not consistently make the progress of which they are capable.
• Published attainment in reading, writing and mathematics is below national averages, although this is affected by high pupil mobility.
• Some teaching does not set work that is ambitious enough to deepen learning for pupils who have already mastered core knowledge.
• The pupil premium strategy is not sharp or precise enough to ensure all disadvantaged pupils achieve their full academic potential.
• Leaders have not established systems to assure that all pupils learn and remember key knowledge taught through PSHE-related lessons.
• When areas for improvement are identified, action is not always taken as swiftly as it could be.
• Leaders do not consistently evaluate, monitor, analyse and act on improvement priorities in a timely manner.

• Primary Schools
• Secondary Schools