Little Parndon Primary Academy in Harlow, Essex, underwent an inspection on June 7 and 8, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as Requires Improvement. This marks a significant decline from the previous inspection, where the school was rated as Good.
Pupils at the school express enthusiasm for attending and are eager to learn. However, the establishment of rules, routines, and high expectations is inconsistent, leading to distractions during lessons and a lack of attentiveness towards teachers. While pupils feel safe and know how to seek help if they have concerns, incidents of bullying do occur, though staff address these appropriately. Nevertheless, unkind behavior persists among some pupils, which can disrupt the learning environment. The school provides support through a learning mentor and lunchtime clubs to help pupils manage their emotions and stay active during breaks.
Despite the positive aspects of pupil engagement, academic progress is not meeting expectations. The curriculum and teaching methods do not consistently facilitate effective learning and retention of knowledge. The quality of education varies across subjects, with some curriculum plans lacking clarity and ambition. While some subjects have well-structured plans, many teachers have not received adequate training to effectively lead or teach their subjects. Current leadership has recognized these weaknesses and is actively working to address them.
Teachers often lack clarity on what to teach and how to support pupils in understanding new concepts, resulting in gaps in knowledge and a lack of preparedness for future learning stages. In subjects where teachers possess strong subject knowledge, the curriculum is more effectively developed, focusing on skill and knowledge progression over time.
A new early reading program has been introduced, which helps pupils learn to read systematically. However, not all staff have received the necessary training, leading to misconceptions going unnoticed. Older pupils still learning to read do not have access to appropriately leveled books, and many children in Reception miss out on opportunities to develop communication and social skills due to insufficient support from staff.
Pupils with special educational needs and disabilities do not consistently receive the necessary support to access learning. Some staff lack the information needed to understand and address the needs of these pupils effectively, resulting in inadequate support compared to their peers.
While pupils understand the importance of kindness and respect, the school has not ensured that all pupils consistently follow the established rules and expectations. This inconsistency leads to disruptions in learning and unkind behavior that is not always addressed effectively. Most pupils enjoy the extracurricular activities available, which provide opportunities for personal growth and exploration.
Trust leaders have not prioritized the needs of pupils and staff adequately, resulting in delayed responses to curriculum weaknesses. However, they are now supporting leaders in implementing a rapid improvement plan. The safeguarding arrangements at the school are effective, with trained staff who are aware of local issues and take appropriate action to ensure pupil safety.
To improve, the school must fully develop its curriculum, ensuring it is logically structured and that staff are equipped with the knowledge to teach effectively. Leaders should also ensure that behavior expectations are consistently communicated and enforced to foster a positive learning environment for all pupils.
