Parkside Academy, located in Barrow-in-Furness, Cumbria, has received a positive inspection report, highlighting its overall effectiveness as good. The inspection took place on 19 and 20 October 2021, and the school has maintained a good rating since its previous inspection in June 2018. The quality of education, leadership and management, and personal development were also rated as good, while behavior and attitudes, as well as early years provision, were rated outstanding.
Pupils at Parkside Academy exhibit high levels of happiness and engagement, benefiting from a welcoming and friendly atmosphere. Staff members greet students each morning, fostering trusting relationships that help children feel safe and supported. The school has high expectations for all pupils, including those who are disadvantaged or have special educational needs and disabilities. Leaders ensure that these students receive the necessary support to access a challenging curriculum and achieve well. The early years provision is particularly strong, with leaders quickly identifying the needs of young children to provide appropriate support.
Pupils demonstrate exemplary behavior in lessons and around the school, with incidents of poor behavior being rare. When such incidents occur, staff address them promptly and effectively. The school offers a wide range of extracurricular activities that enhance pupils' sporting and artistic skills, with many students enjoying opportunities to learn music, such as playing the guitar.
The curriculum at Parkside Academy is broad and ambitious, particularly in the early years, where it supports exceptional achievement. Over the past four years, the school has transitioned from an infant school to a primary school, with leaders continuously planning and improving the curriculum. In most subjects, including mathematics, teachers effectively use assessment strategies to ensure pupils retain knowledge. However, in a few subjects, checks on learning are less effective, which can hinder teachers' ability to identify gaps in pupils' knowledge.
The early years program is particularly noteworthy, as children often start at the age of two. Leaders focus on developing language and communication skills, establishing strong relationships with parents to support children's learning at home. Children engage in well-planned activities that foster curiosity and concentration, preparing them well for key stage one.
Across the school, calm classroom environments contribute to exceptional behavior, with teachers maintaining high expectations. Leaders prioritize early reading and phonics, immersing children in stories and structured phonics instruction. Most pupils read confidently and fluently by the end of Year 2, and older pupils demonstrate a broad knowledge of genres and authors.
Pupils also participate in various charity events, developing confidence and empathy. The school promotes physical and mental well-being, ensuring all pupils, especially those disadvantaged or with SEND, engage in extracurricular activities. Staff feel supported by leaders, who prioritize professional development and work-life balance.
The safeguarding arrangements at Parkside Academy are effective, with leaders vigilant in their responsibilities. Staff receive appropriate training, and leaders maintain strong links with external partners to provide timely support for vulnerable pupils and their families. Pupils learn about safety through the curriculum, being aware of potential dangers in their environment.
To improve further, the school should enhance the effectiveness of checks on learning in subjects where the curriculum has been recently introduced. This will help teachers identify knowledge gaps and support pupils in making connections in their learning. Overall, Parkside Academy is a thriving educational environment that prioritizes the well-being and success of its pupils.
