Questions Parents Ask

What is different about Park School?

Park School feels very different. Firstly, the children are at its heart. The school is therefore made to fit the children and not the other way round. Relationships within the school are based on the cultivation of mutual respect and a guided understanding of self and others. This in turn is helped by our small teaching groups which support children to develop their potential not only intellectually and academically but socially, emotionally, physically and spiritually as well. Other differences include the important part that parents play in the life of the school. For example our new look classroom was won in a national competition by a group of parents working alongside the children and their class teacher. Another difference is our curriculum which we believe not only addresses the intellectual and creative needs of children but helps to prepare them for the demands of the future, both at secondary school and beyond.

How do you deal with behaviour issues?

Mutual respect is at the heart of the school. Through empathy, listening, observation and talking the needs and feelings of children are discovered and understood. In this way most issues are dealt with before they escalate and children are guided to freedom with responsibility. However, if behaviour has become a serious concern teachers and parents work out an agreed positive approach to address the particular problem.

What's the schools approach to using computers in education and how much access do the kids get to computers and online tools?

We recognise that computers and technology has become an integral part of our lives and as such necessary for children to know how to use them to support their learning. Children are introduced to I.T. in a progressive manner as they move through the school. In Squirrels access and use is very limited with children using IT for occasional one-off activities, for example last year they did some simple animation on i-pads.

Children in Rabbits have access to a stand-alone PC which can support project enquiry. In Foxes children have access to a set of Chromebooks which they use for a variety of things to support their learning and research. It is an area which we are continually developing and considering how best to integrate the benefits of IT without over-doing the time children spend in front of a screen.

In the absence of tests and exams, what methods are used to assess progress with numeracy and literacy through the years to ensure they are reaching appropriate levels with their age and ready for secondary school?

Teachers are referencing the ability of children against our own progression pathways which are drawn from the national curriculum. We have not aligned them by school years but rather by phases. This enables teachers to track progress of children and to identify gaps in their knowledge, ability or understanding. We appreciate that all children progress at slightly different developmental pace, and for children in a school year cohort there can be 11 months difference between the eldest child in that year cohort to the youngest.

Assessment is largely through observation and scrutiny of children’s work. We supplement this with a simple literacy/reading assessment and a maths assessment which are currently done annually. We are currently reviewing these tests/assessments to identify a more up-to-date version.

Are there extra-curricular classes, clubs, or trips for example coding for kids, theatre trips, arts etc?

Teachers will plan trips and activities usually related to class topics. We have two sports clubs, one for older children and another for younger children.

Dynamic Adventures (adjacent to the school) also run an activity club one evening a week.

How do children get on when they leave Park?

Our aim is to equip children to do well at whichever school they transfer to - whether this be a state comprehensive, alternative or other kind of private secondary school. We believe that our unique holistic approach in small classes gives children the self esteem, confidence, skills and enthusiasm for living and learning which builds strong foundations for future success and happiness - at secondary school, university and in the world of work.