Nascot Wood Infant and Nursery School

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About Nascot Wood Infant and Nursery School

Name Nascot Wood Infant and Nursery School
Ofsted Inspections
Headteacher Miss Pam Scragg
Address Nascot Wood Road, Watford, WD17 4YT
Phone Number 01923239653
Phase Primary
Type Community school
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 211
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils happily attend this welcoming school. They love to learn and enjoy the exciting activities that the school provides. Pupils enthusiastically talk about the animal characters staff use to guide them towards being better learners.

For instance, 'Challenge Cheetah' encourages the pupils to be more inquisitive and ask lots of questions.

Pupils live up to staff's high expectations for their behaviour and the quality of their work. In their books, pupils have neat presentation and well-practised, secure letter formation.

The school prioritises pupils' language development. Pupils benefit from this, as it means they can communicate their ideas, thoughts and f...eelings well. Pupils are safe at school and know who they can talk to if they have any worries or concerns.

Promoting pupils' personal development is a strength of the school. Pupils understand what it means to persevere and be resilient. They know how these traits help them to learn more.

Older pupils are well trained to take on the valuable peer mediator and sports leader roles. These pupils help others play games, and they look after pupils who may look or feel sad. Pupils value these roles, as they know these pupils can and will help them if needed.

What does the school do well and what does it need to do better?

The school has well-sequenced and logical subject plans from Nursery to Year 2. There is a sharp focus on how pupils learn, understand and develop language. This begins in the Nursery and develops across all years and subjects.

Consequently, pupils understand and can use the correct vocabulary to describe their subject knowledge. Teachers explain tasks clearly to pupils. Pupils can then carry out the learning tasks with confidence, using appropriate skills.

Pupils in key stage 1 are well prepared for the next stage in their learning.

In a few subjects, the curriculum plans have broad learning objectives. They do not specify the small steps of knowledge that pupils need from lesson to lesson and across the year groups.

This makes it harder for teachers to adapt teaching to individual needs, and they cannot check pupils' understanding accurately. This means that, in these subjects, teachers do not always know when pupils are ready to move on with their learning.

The school prioritises reading.

Pupils in Reception and Year 1 have daily phonics sessions, where there is a strong focus on teaching pupils the sounds they need to be able to read and write words confidently. Older pupils who are not yet fluent readers have catch-up sessions taught by skilled staff. This means that they develop into confident readers.

Pupils achieve well in reading.Curriculum plans in the early years are adapted regularly to meet children's needs. The school has identified precisely what it wants children to learn.

This enables all staff to be able to teach children in a similar way towards very clear goals. Staff are well trained and develop children's language with every conversation and interaction. Children take ownership of the environment, and this gives them confidence.

They happily set up their own activities and share with others. Children achieve exceptionally well.

Pupils with special educational needs and/or disabilities are ably supported to access the same learning as their peers.

Some pupils have individual learning plans. All staff use these to help them understand pupils' strengths. For instance, some pupils may need staff to help them when forming letters, but they are able to spell words confidently and independently.

Pupils follow an extensive and well-developed personal development programme. This starts with the pupils learning about themselves. Pupils then move on to learn how to become more effective learners.

Pupils understand and value the rewards they get for showing that they are developing as learners.

The school organises a wide variety of trips, visitors and clubs. These enhance pupils' knowledge and allow them to explore their interests and wider talents.

Pupils learn about many different cultures and religions. They know that differences should be shared and celebrated.

Pupils show positive learning behaviours in class.

Most pupils listen well to adults and each other. Pupils are calm at more unstructured times, such as when eating lunch together. In the playground, pupils can choose from a wide range of activities, and they play happily together.

Parents are very positive about the support the school provides for their children.Leaders and governors work well together. Governors provide valued support to the school.

The school works with parents to make sure that pupils can attend school every day. Pupils attend well. Governors and leaders provide effective professional development for staff.

They are also considerate of staff's workload and well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, learning objectives are too broad.

This means that teachers do not have a breakdown of the precise small steps of knowledge and skills that pupils need to learn across the year. This makes it harder for teachers to assess pupils' knowledge and adapt their teaching. The school needs to ensure that all foundation plans have the exact steps of knowledge and skills that teachers need to assess pupils' knowledge effectively.

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