Parkwood Academy, located in Chelmsford, Essex, underwent an inspection on July 9 and 10, 2024, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were also assessed as Requires Improvement. The headteacher, Lisa Cracknell, leads the school, which is part of the South Essex Academy Trust, overseen by CEO Catherine Stalham and a board of trustees chaired by Julie Mulcahy.
Pupils at Parkwood Academy express happiness and confidence, noting that it is easy to make friends and that their opinions are valued. They appreciate the support from staff, who are described as kind and attentive to their needs. Most pupils enjoy school and engage well during breaks, with a small number receiving additional support for behaviour management. The school offers a variety of extracurricular activities, including music, dance, and sports, which pupils find enjoyable and beneficial for their personal development.
While most pupils are engaged in their lessons and demonstrate enthusiasm, there are areas where learning is not as effective. Some pupils struggle with reading and writing, particularly those who require additional support. The school has made efforts to implement a phonics programme, but gaps in knowledge among older pupils have not been swiftly identified, hindering their progress.
The school has experienced significant staffing changes since the last inspection, with many new staff members in leadership roles. Although the new leadership team has introduced several changes aimed at improving educational quality, these initiatives are still in the early stages and have not yet produced the desired outcomes. The curriculum is broad, and in subjects like mathematics, planning is detailed and effective. However, in some areas, staff lack a clear understanding of the necessary knowledge for pupils, which affects teaching and assessment.
In early years provision, the school has recognized concerns regarding the quality of education for younger children. Staff training has improved, particularly in supporting language and communication skills. However, the identification of children needing extra help is not yet timely enough to ensure they are prepared for Year 1.
The school has made strides in supporting pupils with special educational needs and disabilities, with staff collaborating with external specialists. However, these pupils face similar learning challenges as their peers. The approach to behaviour and attendance is thoughtful, resulting in improved outcomes for vulnerable pupils.
Most staff members are positive about the school's management and their well-being, although some have raised concerns about the pace of change and communication. The governance structure has not effectively addressed the decline in standards, focusing more on financial management than on educational quality. New leaders are beginning to tackle these issues, but clarity regarding roles and responsibilities remains a challenge.
Safeguarding arrangements at the school are effective, ensuring that pupils are safe and supported. The school must focus on improving the identification and support of pupils with gaps in reading and writing knowledge, ensuring that all pupils receive the necessary assistance to catch up. Additionally, staff training and monitoring need to be enhanced to ensure the curriculum is delivered effectively across all subjects. The school is encouraged to clarify governance roles to ensure accountability for educational quality.
