Little Parndon Primary Academy

Overview

The report states that pupils "look forward to coming to school" and "want to learn," yet the overall effectiveness is judged as "Requires improvement." This judgement stems from inconsistent rules, routines, and high expectations, which lead to distractions in lessons and variable academic progress. The curriculum and teaching are described as not consistently helping pupils to "learn and remember more."

Strengths

• Pupils "feel safe," know how to stay safe online, and understand who to talk to if they have worries.
• Pupils make good use of support systems, including a "learning mentor" and lunchtime clubs to manage emotions.
• There is a range of active playtime activities and after-school clubs, such as dance and rock band, which pupils enjoy.
• Pupils take on leadership opportunities, such as being ‘digital leaders,’ and look forward to school trips.
• Safeguarding arrangements are "effective," with staff trained to identify signs of harm and report concerns.

Areas to improve

• Leaders must ensure the curriculum "clearly defines content, knowledge and skills" in all subjects and that staff have the expertise to teach them effectively.
• Leaders should ensure all subject leaders have the guidance to lead their areas well, raising expectations for pupil achievement.
• Staff need better knowledge and support to help pupils with special educational needs and disabilities (SEND) access learning.
• Early years staff require training to support children’s social, emotional, and language development.
• Leaders must ensure behaviour expectations are "communicated and understood by all" and applied consistently to reduce disruption.

Safeguarding

The report confirms that "the arrangements for safeguarding are effective," noting that staff are trained, identify concerns, and take action to ensure pupils and families receive necessary support.