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The school has high expectations of what pupils can achieve and how they should behave. Most pupils meet these expectations. Staff and pupils said that the school has improved.
The school is calm and orderly. There are clear routines that pupils understand and follow. Most pupils behave well in lessons.
At break and lunchtime, pupils behave sensibly. They enjoy socialising and taking part in different activities. There are positive relationships between staff and pupils.
Pupils are polite and well-mannered. They treat each other respectfully.
Pupils say that bullying sometimes happens.
They ...think that staff are good at resolving any issues. Pupils feel safe in school. They know there is a range of staff they can speak to if they have any worries.
Through its co-curricular offer, the school provides a range of clubs that pupils can attend. Pupils enjoy taking part in sports activities and attending clubs such as the pride club, dance club, chess club and cooking club. Many Year 11 pupils appreciate and make good use of after-school revision sessions.
An increasing number of pupils now participate in the Duke of Edinburgh Award scheme.
What does the school do well and what does it need to do better?
The school and trust have worked well to improve the curriculum and its delivery. As a result, pupils benefit from a broad and ambitious curriculum.
All pupils, including those with special educational needs and/or disabilities (SEND), have equal access to the curriculum, including the full range of English Baccalaureate subjects at key stage 4. The curriculum is well-planned. It is clear what pupils will learn and when.
This supports teachers in delivering the curriculum well.
Most teachers use their good subject knowledge to deliver the curriculum well. They question pupils effectively to check their understanding.
Staff use assessment well to identify and address any gaps in learning. As a result, most pupils progress well through the curriculum and achieve well. However, some staff do not always use the school's agreed approaches to deliver the curriculum.
For example, staff do not always use activities to support pupils in remembering what they have learned well. As a result, in some subjects, pupils do not learn as well as they could.
Teachers get clear information about how to meet the needs of pupils with SEND.
They use this well to ensure that these pupils can access the curriculum. This means that most pupils with SEND achieve well. The school has prioritised reading.
Pupils who need extra help to improve their reading skills get effective support.
The school has ensured that there is a clear system for dealing with any behaviour issues. Staff and pupils understand this well.
This means that pupils are clear about the school's expectations of how they should behave. As a result, lessons are rarely disrupted. Pupils who need help to improve their behaviour are supported well.
This means that suspensions are reducing.
The school has prioritised improving attendance. Staff use a range of strategies to support pupils to attend school regularly.
This is starting to have an impact. Attendance is improving. However, the school does not always have a precise understanding of which strategies are helping to improve attendance.
A well-thought-out programme supports pupils' broader development. Pupils learn about online safety, healthy eating, consent and how to stay safe in the community. They learn about different religions.
They also learn about equality and how to treat others with respect. Pupils benefit from a comprehensive careers programme. This prepares them well for their next steps.
The school is well led and managed. Staff enjoy working at the school and feel well-supported. Staff have a range of training opportunities to improve their practice.
Trust leaders have provided effective support to improve the school.
Those responsible for governance know the school well. They provide good support and challenge.
They fulfil their duties well.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some staff do not always use the school's agreed approaches to deliver the curriculum well.
This means some pupils do not always learn as well as they could in some subjects. The school should ensure that all teachers use the school's agreed approaches to deliver the curriculum effectively. ? The school is taking action to improve attendance.
However, it does not always have a precise understanding of which strategies are helping to improve attendance. The school should ensure that it identifies the most effective strategies for securing good attendance. The school should then embed these so that improvements are sustainable.
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