Park View Primary School

Park View Primary School is a larger-than-average primary school with a high proportion of pupils eligible for free school meals and a resourced provision for deaf children. Safeguarding standards are met, and inspectors found the school performing at least as expected overall, with particularly strong work in the early years, inclusion, and pupils' personal development and wellbeing. Children get a strong start in the early years through warm relationships, precise phonics teaching and a well-sequenced curriculum, while pupils with SEND or disadvantaged backgrounds are supported effectively. The school's inclusive ethos, pastoral care, wide enrichment offer and pupil leadership roles are notable strengths. Achievement, attendance and behaviour, curriculum and teaching, and leadership and governance were found to be at the expected standard. Pupils typically achieve well from their starting points, with mathematics a particular strength and disadvantaged pupils doing well in mathematics and reading. However, writing remains an area for further improvement, and leaders have introduced an oracy focus to raise outcomes. The report's main next step is to continue strengthening oracy so that pupils' achievement in writing improves. Attendance is generally in line with national figures and leaders act swiftly on absence, though overall absence and persistent absence have been above national averages in recent data. Leadership is a clear strength: staff feel valued and supported, governors know the school well, and families are closely involved. Pupils feel safe, happy and respected, behaviour is typically good, and bullying is rare. The school has a clear vision and an ambitious personal development programme that prepares pupils well for life in modern Britain.

Strengths

• Strong early years provision with warm relationships, consistent routines and purposeful play.
• Precise, well-embedded phonics teaching from Nursery onwards.
• High-quality inclusion work that removes barriers for vulnerable pupils and those with SEND.
• Effective resourced provision for deaf children, with full participation in school life.
• Ambitious and well-adapted personal development programme.
• Wide range of trips, clubs, enrichment and careers experiences.
• Pupils take meaningful leadership roles and show maturity, kindness and respect.
• Strong pastoral support and close work with families.
• Pupils feel safe, valued and happy, and typically behave well.
• Leaders and governors share a clear vision and high expectations.
• Staff feel valued, listened to and supported, with careful workload management.
• Mathematics achievement is a particular strength, including for disadvantaged pupils.
• Pupils learn British Sign Language and use it across the school.
• Robust safeguarding culture and practices.

Areas for Improvement

• Writing achievement at the end of Year 6 remains a focus, with outcomes below national averages in some recent years.
• Disadvantaged pupils' writing shows a gap compared with non-disadvantaged pupils nationally.
• The new oracy focus is not yet fully embedded across the curriculum to improve writing.
• Overall absence and persistent absence have been above national averages in recent data, although leaders are taking action.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Park View Primary School attended 94.0% of sessions (the national figure for primary schools was 94.8%). 17.4% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.2% of pupils at Park View Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Park View Primary School had 19.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 10.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 16.0% of pupils at Park View Primary School were on SEN support (nationally 15.4%) and 5.8% had an education, health and care (EHC) plan (nationally 4.1%).

The school has resourced provision with 3 pupils.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Park View Primary School received £7,921 and spent £8,051 for each of its 413 pupils. It ended the year with reserves of £343,000 (£832 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Basingstoke · Hampshire local authority: places and applications

What is Park View Primary School's Ofsted rating?

The latest Ofsted rating for Park View Primary School is Expected standard, from an inspection in June 2026.

When was Park View Primary School last inspected by Ofsted?

Park View Primary School was last inspected in June 2026.

How many pupils does Park View Primary School have?

Park View Primary School has 432 pupils on roll.

What age range does Park View Primary School cover?

Park View Primary School for pupils aged 2 to 11.

What are Park View Primary School's SATs (KS2) results?

In 2025, 62% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Park View Primary School?

Park View Primary School is at Pinkerton Road, Basingstoke, Hampshire, RG22 6RT.