Parkside Community Primary School, located in Borehamwood, Hertfordshire, has undergone significant improvements since its previous inspection in 2017. The recent inspection in January 2020 rated the school as good across all areas, including overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. Pupils at Parkside enjoy their learning and are engaged in the topics presented to them. Most students are achieving age-appropriate levels, and those at risk of falling behind receive timely support to help them catch up. The school fosters a strong sense of community, with older pupils assisting younger ones during playtime, contributing to a positive and inclusive environment.
The leadership team has made rapid strides in enhancing the quality of education. They have been proactive in addressing past shortcomings, particularly regarding the performance of pupils at the end of key stage two. Staff collaboration has been a key factor in these improvements, with a focus on professional development through training and coaching. Teachers have participated in external courses and received mentoring, which has led to a more confident and capable teaching staff. However, there are instances where some teachers have not fully grasped the training provided, leading to inconsistencies in curriculum delivery.
English instruction is particularly strong, with a clear emphasis on phonics from the start of Reception. Teachers ensure that pupils develop proper writing techniques and encourage a love of reading through exposure to quality texts. In mathematics, the curriculum is well-structured, allowing pupils to apply their skills effectively. The introduction of a revised curriculum for subjects beyond English and mathematics has been ambitious, although some areas still require clarity regarding the knowledge and skills to be developed.
In the early years, both indoor and outdoor environments support skill development, although recent staffing changes have affected the establishment of routines. The school provides adequate support for pupils with special educational needs and disabilities, ensuring they have access to the full curriculum. Personal development opportunities are abundant, with pupils engaging in charity work and visits to various cultural sites, which enrich their understanding of modern British values.
Despite improvements in overall attendance, the school continues to face challenges with persistent absenteeism. Leaders are actively working with individual pupils to address this issue, but further efforts are needed to ensure consistent attendance across the board. Safeguarding measures are effective, with staff well-informed about their responsibilities in protecting pupils. Parents have noted a positive shift in their children's happiness and safety at school.
To further enhance the school's performance, leaders need to ensure that curriculum plans in subjects like geography and history are clear and support teachers in planning for progression. The extended leadership team is developing its capacity to support teaching practices, but some reliance on external support remains. Additionally, improvements in nursery routines are necessary to better prepare children for their transition to school. Overall, Parkside Community Primary School is on a positive trajectory, with a strong foundation for continued growth and success.
