Co-op Academy Parkland, located in Bradford, West Yorkshire, underwent an inspection on March 8 and 9, 2023, resulting in an overall effectiveness rating of Requires Improvement. The school, which serves pupils aged 3 to 11, has faced challenges due to changes in staffing and leadership in recent years. Despite these challenges, recent actions taken by the leadership, including support from the trust, have led to some improvements, although further work is needed to ensure a consistently high standard of education across all subjects.
The quality of education at the school is currently rated as Requires Improvement. While most pupils exhibit good behavior and the school environment is generally calm, a small number of pupils continue to display challenging behaviors, which raises concerns about safety among their peers. The implementation of a new behavior policy has led to a reduction in behavior-related incidents, but there is a need for further training and support for staff to ensure consistent application of the policy.
The curriculum at Co-op Academy Parkland is ambitious, with leaders refining plans to focus on the essential knowledge pupils need to progress. Early reading is a strength, with a consistent approach to phonics teaching that has helped pupils develop confidence and fluency in reading. However, there are inconsistencies in how subjects are taught, particularly in foundation subjects, which are still in the early stages of development. Teachers do not routinely check pupils' understanding, leading to tasks that may not meet their needs.
Pupils with special educational needs and disabilities (SEND) receive effective support in class, with personalized plans in place. However, there is a lack of established procedures for parental involvement in reviewing these plans. The early years provision is improving rapidly, with children engaging in purposeful activities and developing their vocabulary and counting skills through play.
The school promotes personal, social, health, and economic education effectively, with pupils learning about different faiths and cultures. Opportunities for leadership development are available through the school council and eco-warriors group, which encourages pupils to take responsibility for their environment.
Despite the support provided by trust leaders, there is a disconnect in the information available to leaders at all levels regarding the school's development. Safeguarding arrangements are effective, with staff trained to recognize and respond to potential risks to pupils. Pupils are aware of how to seek help if they feel uncomfortable or unsafe.
To improve, the school needs to ensure that teachers consistently check pupils' understanding and adjust tasks accordingly. The behavior policy must be better understood and implemented by all staff and pupils. Additionally, subject leadership requires further development to ensure consistent implementation of the curriculum across all subjects. Overall, while there are positive aspects to the school's provision, significant work remains to be done to achieve a consistently high standard of education for all pupils.
