Reports – ISI Inspections and Ofsted
‘Park Hill School has the welfare of its pupils at the core of its mission. Leaders promote and model the school’s values of compassion and inclusivity which contributes towards a highly positive learning environment for pupils.’
– Park Hill School ISI Inspection Report, 2024
Reports
Park Hill School was inspected by the Independent School Inspectorate in 2024, 2020, 2017 and previously by OFSTED in 2012.
Here is a summary of the Key Findings from the report that was carried out in 2024. The full report can be accessed via the link at the bottom this page.
- Park Hill School has the welfare of its pupils at the core of its mission. Leaders promote and model the school’s values of compassion and inclusivity which contributes towards a highly positive learning environment for pupils.
- Governors use their expertise to challenge and support leaders in their evaluation of pupils’ educational experience and the formulation and execution of the school’s comprehensive development plan. They gain detailed knowledge of the workings of the school through regular face-to-face meetings with pupils, staff and parents.
- Leaders promote a detailed knowledge of individual pupils by staff. This creates a nurturing and safe environment which supports pupils to develop their self-esteem and sense of wellbeing. Pupils’ mental health and emotional wellbeing is effectively promoted by leaders and managers who support staff in responding promptly and effectively to causes for concern. Leaders actively promote understanding, tolerance and respect in the school community, through strategies such as their decision to promote a comprehensive awareness of neurodiversity amongst pupils, staff and parents.
- Leaders maintain rigorous oversight of the delivery of the school’s curriculum. Pupils have access to a broad range of learning experiences both in and out of the classroom. Governors fully support leaders’ decision to invest significantly in the use of technology to support pupils’ progress and outcomes. Teachers support pupils to learn well in the majority of lessons. However, a small number of pupils who have special educational needs and/or disabilities (SEND) are not as well supported as their peers in some lessons.
- Leaders and staff in the early years enable children to enjoy a high-quality learning environment. An atmosphere of purposeful learning and fun permeates the setting. Teachers’ skilful questioning that builds on children’s interests enables children to make good progress in developing their communication and language skills. They are well prepared to move into Year 1 by the end of their time in Reception.
- Leaders oversee rigorous health and safety policies and processes. Procedures to safeguard the welfare of pupils are robust. Leaders and managers provide regular opportunities for pupils and parents to understand how to safeguard their children, including the potential pitfalls to be found online.
- Leaders support pupils as they prepare for the next stage of their learning journey. Early years children regularly interact with older pupils whose consistently high standards of behaviour provide high quality role modelling for their younger peers. Older pupils benefit from the wide variety of opportunities to undertake positions of responsibility and through the meetings they have with secondary age pupils to gain an understanding of the transition to a bigger school environment.
