|Name||Carr Hill Primary and Nursery School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||26 June 2018|
|Address||Tiln Lane, Retford, Nottinghamshire, DN22 6SW|
|Religious Character||Does Not Apply|
|Number of Pupils||414 (51% boys 49% girls)|
|Number of Pupils per Teacher||17.8|
|Percentage Free School Meals||16.5%|
|Percentage English is Not First Language||7.4%|
Information about this school
Carr Hill Primary and Nursery School is larger than the average-sized primary school. The early years provision consists of one Nursery class and two Reception classes. The headteacher was appointed in September 2016, following the retirement of the previous headteacher. The deputy headteacher was appointed in January 2017. The school receives regular and effective support from the local authority. Each September, the school receives an influx of pupils from a local infant school into its Year 3 classes. These pupils make up approximately 50% of the year group. In September 2016, the school received an influx of pupils into its Year 5 classes from another local primary school. This resulted in a dramatic increase in the proportion of disadvantaged pupils in that year group, the current Year 6. The proportion of disadvantaged pupils increased from 28%, which is typical for the school, to 50%. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have SEN and/or disabilities is below the national average. The vast majority of pupils are of White British heritage. The proportion of pupils who speak English as an additional language is well below that seen nationally. The school does not meet the current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders did not take effective action to prevent a decline in standards since the last inspection. Leaders have not ensured that the quality of teaching, learning and assessment is consistently good throughout the school. Teachers do not use assessment to match work consistently well to pupils’ abilities. The most able pupils are not consistently given work that is challenging for them. Teachers’ expectations for the presentation of pupils’ written work are not consistently high in all year groups. Pupils’ attainment and progress in reading, writing and mathematics at the end of key stage 2 were well below the national average in 2017. This applies equally to disadvantaged pupils. The school’s latest assessment information and the work in pupils’ books show that standards of attainment in writing are typically below that in reading and mathematics, in most year groups. The school has the following strengths Standards of attainment in reading, writing and mathematics at the end of key stage 1 are typically at least in line with the national average, and often above. The school’s current assessment information shows that standards in key stage 2 are improving, especially in Years 3 and 4. The teaching of phonics is effective. As a result, the majority of pupils typically achieve the required standard in the phonics screening check in Year 1. Leaders and governors have ensured that the arrangements for safeguarding are effective. Parents and carers, staff and pupils say that the school is safe. Leadership and teaching in the early years are good. Children make good progress and are well prepared for Year 1. Pupils’ behaviour is good. The school’s work to support pupils’ social and emotional development is strong.