Eden Park Academy, located in Barnstaple, Devon, underwent an inspection on October 31 and November 1, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving the same rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. The executive headteachers, Samantha Warner and Richard Blunt, lead the school, which is part of the Tarka Learning Partnership. This partnership involves shared responsibilities among various leaders within the trust, overseen by CEO Richard Light and a board of trustees chaired by Graham Cockell.
The school environment is described as welcoming and caring, with pupils exhibiting politeness and friendliness towards visitors. Positive relationships between staff and students contribute to a supportive atmosphere where pupils understand behavioral expectations. The school promotes an open culture that emphasizes respect and equality, addressing incidents of bullying promptly. Despite these positive aspects, the quality of education remains a concern, as the curriculum in some subjects does not adequately support all pupils in achieving success. Consequently, pupils may not acquire the necessary knowledge and skills over time.
Eden Park Academy ensures equal opportunities for all pupils to participate in extracurricular activities, including those with special educational needs and disabilities. The school encourages musical engagement, allowing pupils to learn instruments and participate in performances. Feedback from pupils, parents, and staff indicates a positive perception of the improvements made since the last inspection, particularly in early reading, where phonics outcomes have shown improvement. However, other areas of the curriculum still require development to meet the school's vision of providing a high-quality education for all pupils.
The school has identified essential knowledge and skills for pupil success, but historical gaps in the curriculum hinder some students from achieving their potential. Pupils at the end of key stage two have shown outcomes significantly below the national average. The school also aims to support pupils with special educational needs, adapting teaching to meet their needs, although these pupils are not yet achieving their full potential.
Communication and language development are prioritized, with a focus on fostering a love of reading from an early age. Children in the nursery enjoy stories and rhymes, while those in reception begin learning to read immediately. The school implements a structured early reading program, ensuring pupils read books that align with their phonetic knowledge. Regular assessments help identify pupils needing additional support.
The school promotes reading through various initiatives, including library visits and events that encourage parental involvement. Older pupils take on leadership roles, contributing to their understanding of responsibility. While attendance rates are low, the school has made efforts to support individual pupils, although it lacks rigorous analysis of attendance data to identify patterns and address persistent absences effectively.
The trust has a clear vision for improvement, but there are concerns regarding the accountability of leaders and the quality of education. Staff feel valued and supported, benefiting from collaboration with colleagues across the trust, which has reduced their workload. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils. To improve, the school must implement its curriculum effectively, enhance attendance monitoring, and provide governors and trustees with a clearer understanding of educational quality to support necessary improvements.
