Park Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
369
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01522 782030

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(03/03/2020)
Full Report - All Reports
46%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Robin Hoods Walk
Boston
PE21 9LQ
01205368805

School Description

Park Academy is a happy and successful school. Pupils are polite, courteous and attentive in lessons. All pupils, including the very youngest, know and understand the school’s aim for pupils to persevere, be resilient, be open-minded and to be determined (PROUD). Pupils enjoy their social times together. They enjoy contributing to the school through their roles as house captains, mini police and playground leaders, and by showing visitors around school. Pupils come from many different backgrounds. Many pupils speak English as an additional language. Pupils welcome every nationality to the school and many act as translators to help. If verbal communication is difficult, pupils will use many other inventive ways to ensure that they are understood. The school is cohesive and inclusive. Relationships between staff and pupils are positive. Pupils told us that they feel safe in school. They say that bullying is rare. If it does happen, they are confident that it will be dealt with quickly and effectively. Parents and carers, pupils and staff are positive about the school. One parent said: ‘This is a lovely school. My child goes to school with a smile on their face. Staff are nice and polite. I highly recommended this school.’ What does the school do well and what does it need to do better? Leaders have designed a carefully sequenced curriculum that is well matched to the needs of the pupils in the school. Leaders provide pupils with experiences that they might not otherwise get. Trips and visitors help pupils to remember the important bits of their learning. Leaders also make good use of specialist history and geography groups. Pupils remember what they have learned and can recall some parts of their learning easily. Pupils achieve better in some subjects than others. They do well in mathematics, science and personal, social and health education (PSHE) because these subjects have been taught for a long period. Pupils do less well in art, music, and design technology because the plans for these subjects are at an early stage of being used. The school’s curriculum makes sure that pupils are developed spiritually, morally, socially and culturally. Pupils visit the local senior citizens home and join in a wide range of musical and sporting activities. Pupils’ talents are recognised and celebrated within the school. Young carers receive regular high-quality support and guidance. Teachers plan lessons that are exciting and engaging. Leaders give teachers time to plan with staff from other schools in the trust. Teachers then adapt these plans so that they match the needs of the pupils in their class. Inspection report: Park Academy 3–4 March 2020 2 In class, pupils get on with their work. Their learning is very rarely disrupted by the behaviour of others. Pupils say that learning is interesting and fun. However, some teachers do not check carefully enough how pupils are getting on in lessons. This means that they do not pick up quickly on the mistakes that pupils make. There are many skilled teaching assistants in the school. They watch carefully what is happening in lessons and give pupils help where they need it. Pupils with special educational needs and/or disabilities (SEND) are well supported. However, sometimes teaching assistants do not check pupils’ understanding carefully enough to be certain exactly what it is that pupils are finding difficult. Early reading is taught well from the moment pupils join the school. Teachers know what should be taught and when. Any pupils who are falling behind are quickly identified and given the support they need to catch up. Teachers plan lessons that encourage pupils to develop a love of reading. Teachers read to pupils with expression and encourage them to participate in local events, such as the Boston Book Challenge. Leaders make regular checks on how the large number of disadvantaged pupils at the school are doing. Those that need help get it quickly. These pupils do well and in reading and mathematics often do better than other pupils in the school. Children get off to a good start in the early years. Teachers provide them with a wide range of activities. Pupils share and play extremely well together. They are helped to explore and find things out by themselves and when they are supported by adults. Adults make regular checks on how children are doing and skilfully guide them to their next challenge. The headteacher has built an effective senior leadership team. They are skilled, well trained and understand what needs to be improved at the school. They share the headteacher’s determined ambition that all pupils will be ready for the next stage of their education when they leave.

Park Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>15, "disagree"=>15, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>15, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>54, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>77, "strongly_agree"=>8, "agree"=>0, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>31, "disagree"=>15, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>54, "strongly_agree"=>15, "agree"=>15, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>50, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>31, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>23, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>31, "disagree"=>0, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>23, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>38, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>31, "disagree"=>15, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-04-2020
Yes No {"yes"=>85, "no"=>15} UNLOCK Figures based on 13 responses up to 04-04-2020

Responses taken from Ofsted Parent View

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