Park Lane Academy is currently undergoing a period of improvement following recent leadership changes at the senior level. The school is supported by its trust, which has provided additional staff to facilitate this progress. Leaders are committed to fostering an inclusive environment and have made strides in addressing previous weaknesses. Students have expressed positive sentiments regarding the changes, noting improvements in behavior, although suspension rates remain high, indicating that not all students are meeting expected behavior standards.
The school has enhanced leadership opportunities for students, who report feeling more involved in school life. Initiatives such as the introduction of head pupils and mental health ambassadors reflect this commitment. While enrichment activities are on the rise, participation is not universal, and leaders recognize the need to engage all students in these opportunities. Students feel safe at school and know whom to approach with concerns, although there are reports of bullying that are not always addressed effectively.
Leaders have prioritized ongoing training for staff, resulting in teachers possessing strong subject knowledge and clarity regarding student achievement goals. The curriculum has been designed to meet the needs of all students, but there are still areas where this has not been fully realized. In some subjects, the sequencing of knowledge has not been adequately considered, leading to gaps in students' understanding that hinder their future learning.
Teachers are supported in lesson planning and delivery, which has positively impacted student engagement and knowledge acquisition. In English, for example, teachers effectively connect prior knowledge with new concepts, fostering student progress. However, assessment practices are inconsistent, with some teachers not utilizing the assessment system effectively, resulting in unaddressed gaps in knowledge.
The school has made efforts to identify students with special educational needs and/or disabilities promptly. However, the support provided is not always tailored effectively, and staff do not consistently utilize the information from support plans, leading to inadequate support for some students. Leaders have emphasized the importance of reading and have implemented a new reading program, which is showing positive results, although further work is needed to encourage a minority of students to read more widely.
Personal, social, health, and economic education is well-structured and sequenced, covering essential topics such as respect and ambition. However, some students struggle to grasp the significance of British values and cultural diversity, indicating a need for improvement in this area. The school meets the Gatsby benchmarks for careers guidance and complies with the Baker Clause, ensuring students receive information about technical education and apprenticeships.
Attendance has been a focus for leaders, with new staff appointed to improve punctuality and attendance rates. While there are signs of progress, many students still do not attend regularly, which affects their ability to engage with the curriculum. Trustees and the school improvement partner have a clear understanding of the school's strengths and weaknesses, demonstrating a commitment to its success.
The safeguarding arrangements are effective, with a knowledgeable team in place to address risks and ensure staff are trained to recognize signs of harm. The culture of safeguarding is strongly promoted throughout the school. To improve further, the school must ensure that the curriculum is sequenced effectively across all subjects, enhance the support for students with special educational needs, and address gaps in knowledge through consistent assessment practices. Additionally, there is a need to improve students' understanding of British values and cultural diversity while working to increase overall attendance rates.
