|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||09 July 2019|
|Address||Firbeck Road, Wollaton, Nottingham, Nottinghamshire, NG8 2FB|
|Religious Character||Does not apply|
|Number of Pupils||215 (52% boys 48% girls)|
|Number of Pupils per Teacher||16.7|
|Academy Sponsor||Nova Education Trust|
|Percentage Free School Meals||18.2%|
|Percentage English is Not First Language||20%|
|Pupils with SEN Support||20%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is slightly smaller than the average-sized primary school. The proportion of pupils supported through the pupil premium is higher than average. The proportion from minority ethnic backgrounds is well above average. Two in three pupils in the school are from a wide range of minority ethnic groups. The proportion of pupils with SEND is slightly higher than average. The school has a focused provision for pupils with a hearing impairment. The school is part of the Nova Education Trust.
Summary of key findings for parents and pupils
This is a school that requires improvement Senior leaders have not secured sufficiently rapid improvements to the quality of education since the last inspection. The proportion of pupils who are persistently absent has been reduced, but the overall rate of their attendance is still not high enough. Though teaching has improved, it is not consistently good across all year groups. As a result, pupils are making better progress, but this is not strong enough for them to attain well by the time they leave. Leaders have introduced new approaches to the reading and mathematics curriculum to help pupils catch up, but these have not had time to become fully embedded. Too many gaps remain in pupils’ knowledge. Leaders do not give sufficiently targeted support to teachers who need advice to improve aspects of their teaching. Pupils are not moved on to more challenging work quickly enough. This limits their progress. While pupils no longer disrupt learning, some still become disengaged because the work is too easy for them. Leaders have not ensured that, in subjects such as history, geography and religious education, the curriculum is delivered well enough. Pupils do not remember enough of what they are taught. Teachers do not give pupils sufficient opportunities to explain their mathematical reasoning, or to practise improving their written work. The school has the following strengths Leaders have a good understanding of the school, staff and pupils, and are focused on sensible actions to address the remaining weaknesses. They are checking continually that the changes they are bringing about are having the impact they intend. Phonics teaching is much improved. A large majority of pupils are able to read fluently and with confidence. Pupils’ personal development and welfare is good. Pupils are happy and feel secure. They are taught how to stay safe from a range of risks, including the internet. Due to consistently good teaching, children make strong progress in the early years. A greater proportion of children attain a good level of development compared to the national average.