Park Junior School Report
Scottish Literacy ReportScottish Numeracy Report
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63%
NATIONAL AVG.
61%
% pupils meeting the expected standard
in reading, writing and mathematics
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Park Junior School Key Information
Progress Compared With All Other Schools
Progress scores in reading, writing and maths could not be calculated in 2024 due to lack of baseline data during Covid 19. We show historic scores from the 2023 academic year as a guide
You have maintained the good quality of education in the school since the last inspection. Parents who responded to Ofsted’s surveys all agree that the school is well led. One parent commented, ‘This school has a fantastic headteacher and team of teachers. A school that goes the extra mile and beyond. I can’t praise it enough.’ Other parents and carers were full of praise for the friendliness of all members of staff and how well they care for their children. Parents particularly appreciate how, each Friday afternoon, you are at the school gate to personally wish every child a happy weekend and to congratulate them on what they have achieved. Staff are proud to work at Park Junior. You have high expectations of them, both as teachers and leaders. The staff rise to these. They say that teaching and learning have improved because of the high quality of the training and support they receive. Pupils’ attainment and progress have been consistently in line with the national averages. You place a strong emphasis on training and staff development. This has ensured that teaching and learning continue to improve. In all of the lessons I visited, pupils were enjoying their learning, free from interruptions or any disruptive behaviour. Pupils were proud to share their work. They confidently talked about what they were learning. Sporting and other after-school clubs are a key feature of life at Park Junior. The great majority of these clubs are run voluntarily by school staff. Participation rates are very high. The school’s sporting achievements include being county champions in cricket and hockey. The school is one of the few in the country to have been recognised by the Youth Sport Trust as deserving of its Platinum Award. At the time of the last inspection in 2013, inspectors recommended that you ‘make sure that pupils think more for themselves’. There is strong evidence in science and mathematics that teachers are doing this. For example, in science lessons, pupils routinely decide what they are going to investigate and plan their approaches to answer the question they have set. The inspectors also recommended that teachers increased the level of challenge in lessons for the most able pupils. Visits to lessons and work in pupils’ books showed the positive impact of training you put in place in response to this. I saw examples of teachers asking questions and setting activities that ensure that the most able pupils learn the topics being covered in depth. This strong practice, however, is not yet consistent. For example, in mathematics lessons, the most able pupils were sometimes set tasks that did not offer the right amount of challenge. You and other leaders know the school’s strengths and weaknesses well. The school’s improvement plan identifies clearly the need to accelerate the progress of disadvantaged pupils. It also details the actions you are taking to secure faster progress in reading for pupils who speak English as an additional language. Finally, the plan shows the priority you are giving to ensure that the most able pupils are suitably challenged in mathematics lessons. Safeguarding is effective. The high quality of the school’s safeguarding work was recently reported in the findings of a serious case review conducted by the Northamptonshire Safeguarding Children’s Board. The findings noted the ‘excellent work’ of the school’s family support worker and the readiness of staff to go ‘above and beyond to provide additional support when required’. This recognition is well deserved. You have successfully promoted a strong culture of safeguarding. You have ensured that all safeguarding procedures are fit for purpose. You, and the other designated safeguarding leaders, make sure that all staff understand the school’s safeguarding policies and follow them to the letter. The governor with responsibility for safeguarding checks regularly that safeguarding procedures are robust and thorough. Referrals are made in a timely manner and records are kept confidentially and securely. Pupils are well informed on how to keep themselves safe. The curriculum includes a sharp focus on road safety, a priority given to the busy roads around the school. Pupils who shared their views all reported that they feel safe in school. They know that the school staff will do all that they can to ensure that they are safe both inside and outside school.
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2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
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