The Park Community School, located in Barnstaple, Devon, underwent an inspection on January 24 and 25, 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education and behaviour and attitudes. However, personal development was rated as good. The school had not been previously inspected under section five of the Education Act 2005.
Pupils at the school respond positively to its values of participation, ambition, responsibility, and kindness. They engage in charitable activities and competitions through a house system, and they appreciate opportunities for leadership within the school and house councils. The curriculum is ambitious, and in lessons, pupils generally exhibit calm and orderly behaviour, focusing on their learning. However, some pupils do not attend all their lessons, which hinders their learning. Leaders have recently implemented measures to address this issue.
Pupils are taught that bullying and derogatory language are unacceptable, and they report a decrease in such incidents over time. Leaders are addressing concerns raised by girls regarding inappropriate language used by some boys. The school offers a wide range of extracurricular activities, including drama, textiles, chess, and sports, which contribute to pupils' broader development. Many older pupils participate in volunteering and the Duke of Edinburgh's Award scheme.
The school has established a well-planned five-year curriculum that considers the knowledge and skills pupils need for their future education. Teachers regularly assess what pupils have learned, using this information to help them recall important content before moving on to new material. This approach allows teachers to identify gaps in knowledge and helps pupils understand how to improve. In lessons, pupils are generally focused and transition between activities calmly.
Despite these strengths, the school faces challenges in teaching reading. Although support is in place for pupils in the early stages of learning to read, the approach is not systematic, which affects their progress. Leaders have recently improved arrangements for pupils with special educational needs and disabilities (SEND), but some pupils still do not receive appropriate support at the right time. Parents have expressed a desire for more information about the assistance their children receive.
The personal, social, and health education curriculum is well-planned, revisiting topics as pupils grow older, which deepens their understanding. Pupils find discussions on current issues, such as sexual harassment and online safety, helpful. The school provides a comprehensive careers programme, including work experience and visiting speakers, which informs pupils about various educational and career options.
Leadership at the school has recently changed, with staff appreciating efforts to address workload issues. The acting headteacher has the support of staff and trustees in striving to improve the school. Safeguarding arrangements are effective, with staff trained to identify and report concerns. Leaders work closely with external agencies to support vulnerable pupils and their families. While there is an awareness of derogatory language, some pupils continue to make inappropriate comments.
To improve, the school must ensure that pupils in the early stages of learning to read receive the necessary support to catch up. Additionally, consistency in providing timely support for pupils with SEND is essential. Leaders need to address attendance issues during lessons to ensure all pupils engage with the full curriculum. Overall, while the school has strengths, there are clear areas for improvement that need to be addressed to enhance the educational experience for all pupils.
