Park View School

A Message from Lord Pickles and Lord Blunkett, followed by Park View School's best practice article

The ability to listen and learn from one another has always been vital in parliament, in business and in most aspects of daily life. But at this particular moment in time, as national and global events continue to reiterate, it is uncommonly crucial that we forge new channels of communication and reinforce existing ones. The following article from Park View School is an attempt to do just that. We would welcome your thoughts on this or any other Parliamentary Review article.

Blunkett signature Rt Hon The Lord David Blunkett, MP
Pickles signature Rt Hon The Lord Eric Pickles, MP

www.parkview.haringey.sch.uk

1PARK VIEW SCHOOL |
BEST PRACTICE REPRESENTATIVE
Associate Headteacher:
NataliKojik
Inspirational and
aspirational
Park View School is a proud, local community secondary
school in Tottenham, North London. It aims to provide an
environment in which its pupils can become ethical and
aspirational individuals. West Green, Tottenham does have
considerable socioeconomic challenges but this has not been a
barrier to the goal. The school has placed particular emphasis on
its staff’s continuous professional development, particularly for
middle leaders, so as to drive sustainable improvement across the
school. Associate Headteacher Natali Kojik offers a fuller insight
into these goals as well as the challenges the school faces.
Park View School is located in Tottenham in the London Borough of Haringey.
It is an area not without its challenges, with some of the highest levels of social
deprivation, child poverty and mobility in the United Kingdom. A significant
number of pupils join us with no primary school data, and over half of our student
population are currently in receipt of pupil premium funding, with 75 per cent
speaking English as an additional language. However, we believe our location at
the heart of the West Green Tottenham community presents us with far more
advantages than disadvantages. We are a rich mix of cultures, religions and social
backgrounds, and our pupils and staff are committed to and proud of our school
and the vibrant community that we represent.
We believe that pupil progress and outcomes are crucial, and we work hard to
ensure that all our pupils make outstanding progress and leave Park View with
genuine choices regarding their next steps in life, regardless of their background or
personal challenges. We have not, however, built our school ethos or curriculum
REPORT CARD
PARK VIEW SCHOOL
»Headteacher: Andrew Webster
»Located in Tottenham, London
Borough of Haringey
»Type of school: Mixed
comprehensive community
school
»No. of pupils: 1,100
»The school was initially named
after William Forster, the
education minister who made
education compulsory, but
later became Langham School.
In 1995 Langham School was
put into special measures,.
Upon becoming Park View,
the school was rated “good”
by Ofsted
Park View School
THE PARLIAMENTARY REVIEW
Highlighting best practice
2| PARK VIEW SCHOOL
model on achieving examination
results alone. We are passionate
about nurturing the whole child, and
we believe that from this, student
achievement, in its fullest sense, will
follow. We know that the development
of social capital in young people is a
fundamental right, and that schools
have a moral imperative to make
this happen, especially for the most
vulnerable or disadvantaged.
In the previous 12 months alone, our
pupils planned and led a wide-ranging
feminism campaign across the school,
which received national coverage. Our
year 7s drove the “Show Racism the
Red Card” initiative across the school,
and our student council are currently
developing a LGBTQ+ programme of
events, as well as lobbying for further
changes across the school in terms
of how the LGBTQ+ community are
represented and supported in our
curriculum model.
In 2015, we won the prestigious HSJ
award for Innovation in Mental Health
with our pupil-led “Time 2 Talk”
project. We believe that if a school is
too preoccupied with outcomes and
government performance tables they
sometimes lose sight of developing
young people who truly understand
what it means to be a global citizen. in
the 21st century.
Curriculum reforms for the
worse
The recent national curriculum reforms
and revised Progress 8 performance
measures mean that schools in
poorer areas like Park View are at a
disadvantage. The respective numbers
of pupils at Park View who have
suffered significant trauma, receive
free school meals, speak English as an
additional language, have additional
learning needs and arrive to school
mid-year are all significantly higher
than national averages and it is
impossible to demonstrate the hard
work that goes on behind the scenes
to support these often very vulnerable
young people with such a generic
measure.
Our staff are committed to ensuring
that our students are able to “Aspire,
Achieve, Succeed”, and we have
the highest of aspirations for all our
children. We do ask a lot of our staff,
and in turn we must offer them a
very high-quality continuous learning
programme. Our senior leadership
team of six is relatively small for a
comprehensive school of our size, and
therefore it is crucial that we have
confident and effective leadership at all
levels of the school.
Show racism the red
card
Our staff are
committed to
ensuring that
our students
are able to
“Aspire,
Achieve,
Succeed”
3PARK VIEW SCHOOL |
BEST PRACTICE REPRESENTATIVE
Our middle leaders have told us that
although they are fully on board with
our school ethos and vision, they
must be upskilled. We have asked
our middle leaders to overhaul their
curriculum offer and carry out little-
and-often self-evaluation activities to
develop their teams; to do this well,
they needed training and guidance.
We therefore worked closely with
Ambition School Leadership to design
a customised middle-leadership
programme for Park View staff. Our
curriculum and pastoral leads attended
a series of twilights throughout the
year, which were jointly delivered by
an external facilitators and school
senior leadership. These sessions were
challenging and thought-provoking
and required commitment from
participants in terms of pre-reading,
research and constant self-reflection.
The feedback was overwhelmingly
positive, and we have seen vast
improvements in the performance of
all our middle leaders.
Driving improvement through
continuous professional
development
Successive governments have lost focus
on what is actually important in a
school curriculum. The fact that Ofsted
now seem to be taking a lead on this
agenda with their new education
inspection framework is nothing short
of bizarre. We have always understood
how important appropriate curriculum
is, and we currently have a team of
four lead practitioners in the school
who are assigned to departments
to drive curriculum development
alongside a remit in raising standards
in teaching and learning. They have
formed “Teaching and Learning
Communities” across the school this
year to provide peer support, challenge
and review.
We are prioritising a culture of self-
evaluation and peer development
in asupportive framework; all staff
need to be able to question their own
pedagogy and knowledge as a basis
for sustainable development.
To be effective, teachers and support
staff must see quality assurance not
as a threat but as an opportunity to
improve. These Learning Communities
provide the freedom to debate, reflect
and discuss key issues, as well as to
immerse themselves in pedagogy.
When planning our training
programme for this academic year,
wefelt strongly that we needed a
relevant development programme
for our support staff. Too often they
felt that the whole-school sessions
offered them little in terms of their
specific needs. Early on in the year,
we met with them and asked them to
identify their areas for development.
As a result of this, we are now also
running a series of workshops for
these teams. These include sessions
on public speaking, IT skills, managing
challenging conversations, and these
are continuing throughout the year.
At Park View,
we are
prioritising a
culture of
openness
Working together

www.parkview.haringey.sch.uk

This article was sponsored by Park View School. The Parliamentary Review is wholly funded by the representatives who write for it. The publication in which this article originally appeared contained the following foreword from Rt Hon Elizabeth Truss.

Rt Hon Elizabeth Truss's Foreword For The Parliamentary Review

By Rt Hon Elizabeth Truss

Even by the standards of the day –this has been one of the most exciting and unpredictable years in British politics.

The leadership election we’ve just seen marks a huge moment in our country’s history. This government is taking a decisive new direction, embracing the opportunities of Brexit and preparing our country to flourish outside the EU.

As international trade secretary, I’ll be driving forward work on the free trade agreements that are going to be a priority for the government. Free trade isn’t just an abstract concept bandied around by technocrats. It is crucial for a strong economy and for the ability of families to make ends meet. Free trade benefits people in every part of our country, as British firms export to new markets and people doing the weekly shop have access to a wider choice of goods at lower prices.

The essence of free trade is in the title: freedom. It’s about giving people the power to exchange their goods without heavy government taxation or interference. Commerce and free exchange are the engine room of prosperity and social mobility. I’m determined to tackle the forces who want to hold that back.

One of my priorities is agreeing an exciting new free trade deal with the US, building on the great relationship between our two countries and the Prime Minister and US President. But I’ll also be talking to other partners including New Zealand, Australia and fast-growing Asian markets.

And with the EU too, we want a friendly and constructive relationship, as constitutional equals, and as friends and partners in facing the challenges that lie ahead – a relationship based on a deep free trade agreement. Our country produces some of the world’s most successful exports, and the opportunity to bring these to the rest of the world should make us all excited about the future. It is this excitement, optimism and ambition which I believe will come to define this government.

For too long now, we have been told Britain isn’t big or important enough to survive outside the EU – that we have to accept a deal that reflects our reduced circumstances. I say that’s rubbish. With the right policies in place, we can be the most competitive, free-thinking, prosperous nation on Earth exporting to the world and leading in new developments like AI. To do that, we’ll give the brilliant next generation of entrepreneurs the tools they need to succeed. Since 2015, there has been a staggering 85 per cent rise in the number of businesses set up by 18 to 24 year olds – twice the level set up by the same age group in France and Germany. We’ll help them flourish by championing enterprise, cutting taxes and making regulation flexible and responsive to their needs.

As we do that, we’ll level up and unite all parts of the UK with great transport links, fibre broadband in every home and proper school funding, so everyone shares in our country’s success.

2019 has been the year of brewing economic and political revolution. 2020 will be the year when a revitalised Conservative government turbo charges the economy, boosts prospects for people across the country, and catapults Britain back to the forefront of the world stage.



Rt Hon Elizabeth Truss
Secretary of State for International Development