Parkfield School, located in Hurn, Christchurch, Dorset, underwent an inspection on January 10 and 11, 2023. The overall effectiveness of the school was rated as requiring improvement, along with several key areas including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under section five of the Education Act 2005 since the school joined the Reach South multi-academy trust in September 2018.
The inspection revealed that while most pupils generally behave well and enjoy attending school, there are inconsistencies in the application of behavioral expectations by staff. This inconsistency has led to some pupils displaying negative attitudes towards learning, resulting in low-level disruptions that hinder the educational experience of others. Although relationships between staff and pupils are mostly respectful, there are instances of disrespect among pupils, including the use of sexist language and behavior. While most pupils feel safe and trust school leaders to address bullying, a minority of pupils and parents express concerns about the resolution of such issues.
The curriculum at Parkfield School is designed to leverage its all-through nature, with knowledge and skills sequenced effectively in most subjects. However, there remains variability in the ambition of subject curriculums and their implementation, which affects the depth of learning for pupils. Teachers' use of assessment is not consistently effective in identifying gaps in knowledge or misconceptions, which can impede future learning. In the early years, while children are safe and well cared for, there is a noted weakness in developing language skills, which affects their readiness for future learning.
Reading is a priority in the primary phase, with a curriculum aimed at developing fluency and accuracy. However, the effectiveness of this curriculum varies, and when not well taught, it can lead to a lack of confidence in reading among pupils. The needs of pupils with special educational needs and disabilities (SEND) are not always accurately identified, resulting in a curriculum that is not sufficiently adapted to meet their requirements.
The personal development program provides pupils with a basic understanding of healthy relationships, but other important topics, such as democracy, are not sufficiently covered. Older pupils receive valuable career guidance and work experience opportunities. Staff express pride in working at the school, but they feel that workload management could be improved. Although a professional development program is in place, its impact has yet to be fully realized.
Safeguarding arrangements at Parkfield School are effective, with a strong culture established by leaders. They assess risks and make appropriate referrals, ensuring partnerships with external agencies to protect children. Policies regarding harmful sexual behavior are in place, and recruitment processes for staff are robust.
To improve, the school needs to ensure consistent application of behavioral expectations, enhance the focus on language development in early years, accurately identify and meet the needs of pupils with SEND, and utilize assessment more effectively to inform teaching. The school is committed to making necessary improvements and is supported by trust leaders and governors, although they need a more accurate understanding of the quality of education provided.
