North Wingfield Primary and Nursery Academy

About North Wingfield Primary and Nursery Academy Browse Features

North Wingfield Primary and Nursery Academy

Name North Wingfield Primary and Nursery Academy
Ofsted Inspections
Address 80 Chesterfield Road, North Wingfield, S42 5LE
Phone Number 01246851176
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 298 (54.4% boys 45.6% girls)
Number of Pupils per Teacher 21.3
Academy Sponsor Redhill Academy Trust
Local Authority Derbyshire
Percentage Free School Meals 48.1%
Percentage English is Not First Language 2.0%
Persistent Absence 20.2%
Pupils with SEN Support 19.5%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school meets requirements on the publication of specified information on its website. The school is an average-sized primary school.

The vast majority of pupils are from White British backgrounds. The proportion of disadvantaged pupils is well above average. The proportion of pupils who have special educational needs and/or disabilities is above average.

In 2016, the school met the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school provides a breakfast club and after-school care. These facilities are privately run and did not form part of this inspection.

The early years provision comprises a Nursery class and two Reception classes. Children attend Nursery on a part-time basis but, from this academic year, may attend full time. Children attend the Reception classes full time.

Since the previous inspection, there have been significant staff and leadership changes. The headteacher took up post in January 2016.

Summary of key findings for parents and pupils

This is a school that requires improvement Although the actions of leaders and managers, including governors, are leading to improvement, the quality of teaching and pupils’ achievement are not yet good.

The changes leaders are making to the teaching of reading, writing and mathematics are too new to see the effect on standards. Pupils do not yet make consistently strong progress in well-structured writing and accurate spelling. In mathematics, there are limited opportunities for pupils to apply what they know.

In reading, pupils’ comprehension skills are not as well developed as they could be. In some subjects, there is not enough emphasis on the development of skills as pupils become older. There is some variation in how well teachers motivate learning.

They do not challenge the most able pupils to do their very best. Teachers do not consistently enable pupils to build quickly upon what they already can do. Pupils’ understanding of multicultural diversity is underdeveloped.

There is room for improvement in helping parents to be more fully engaged in their children’s learning. The school has the following strengths The headteacher is committed to improvement. Together with senior leaders, she checks the work of staff and pupils’ progress regularly.

The governing body is now much more active in holding school leaders to account. The improved teaching of phonics is accelerating pupils’ progress in the subject. Pupils say that they feel safe.

They play their part in the school community. Behaviour and relationships are good. Pupils’ attendance is improving due to leaders’ efforts.

Good pastoral care provides support for pupils who may need it, including those who have special educational needs and/or disabilities. The extra help provided for pupils from disadvantaged backgrounds is leading to faster progress. Children get off to a good start in the early years because of consistently good teaching.