Melbury Primary School

Name Melbury Primary School
Ofsted Inspection Rating Good
Inspection Date 19 March 2019
Address Melbury Road, Bilborough, Nottingham, Nottinghamshire, NG8 4AU
Phone Number 01159155787
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 228 (53% boys 47% girls)
Number of Pupils per Teacher 19.3
Local Authority Nottingham
Percentage Free School Meals 34.3%
Percentage English is Not First Language 16.2%
Persisitent Absence 9.2%
Pupils with SEN Support 28.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Melbury Primary School is an average-sized primary school. There are six classes in the school plus the early years areas. Pupils are taught in single-age classes. In Year 6, in the mornings, the class is divided into two and they learn English and mathematics in smaller groups. The proportion of disadvantaged pupils is well above the national average. The proportion of pupils with SEND is broadly in line with the national average. The proportion of pupils who speak English as an additional language is below the national average and the proportion of pupils from minority ethnic groups is average. The school is part of the Nottingham Schools Trust.

Summary of key findings for parents and pupils

This is a good school The headteacher has worked tirelessly with senior leaders, governors and staff to ensure that the school continues to improve. All parents who met inspectors indicated that they hold the school in high regard. After some disappointing results in 2018, determined action by leaders has resulted in almost all pupils now making good progress as they move through the school. Good-quality staff training, coaching and development is provided by school leaders and through the Nottingham Schools Trust. This has helped ensure that the quality of teaching and the use of assessment are good. Leaders and staff provide a broad and balanced curriculum that is enhanced by an impressive range of enrichment activities and experiences for pupils. Leaders and governors have ensured that the curriculum is modified well to meet the learning needs of those who find learning difficult. It is less effectively modified in some year groups to meet the needs of the most able pupils fully. The school lacks a systematic approach to ensuring that handwriting is progressively developed. Teachers use sound subject knowledge and questioning to good effect. This ensures that pupils develop and deepen their knowledge and understanding across a range of subjects. Teachers and teaching assistants are consistently effectively deployed when working with small groups of pupils outside classrooms. When they are working in classrooms, teaching assistants are sometimes not fully utilised by teachers. Safeguarding is effective. Pupils, staff, parents and carers agree that the school is safe. Pupils’ behaviour around school is invariably good. Pupils attend regularly, enjoy school, work hard and concentrate in lessons. Leadership and provision in the early years is good. Children make good progress and are well prepared for Year 1. The proportions of pupils who attain at greater depth at the end of key stage 1 and the higher standard at the end of key stage 2 have been consistently below the national average over time. Leaders do not focus sufficiently on the progress of different groups of pupils, especially the most able, when observing teaching and looking at pupils’ work. T