Norwood Primary & Pre-School

Highlights from Latest Inspection

What is it like to attend this school?

There is a strong family ethos at Norwood.

It is a happy and caring school where pupils behave, attend well and have positive attitudes for learning. Pupils show the school's values throughout the school day. Pupils feel safe and know they can talk to an adult if they have concerns.

The school's curriculum is currently underdeveloped. While the school is ambitious for pupils' success, some pupils do not achieve high enough. Pupils learn key knowledge in some subjects but learn far less in others.

Owing to these inconsistencies, pupils develop gaps in their knowledge over time. This includes some pupils with special educational needs and/or disabilities (SEND).... The school is aware of this and is now taking rapid action to address these priorities.

Pupils are respectful and welcoming of everyone, regardless of their beliefs or backgrounds. A Year 6 pupil referred to the school as 'one big family', a view shared by the majority of pupils. Pupils take great pride in their positions of responsibility, such as 'Young Ambassadors'.

They relish these roles as they contribute positively to the life of the school. Pupils know the fundamental British values, including those of democracy and the rule of law. They respect the views of others and know that discrimination is unacceptable.

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

The curriculum in some subjects needs further development. Too many pupils do not develop into fluent readers and writers. The school has embedded a phonics scheme which is successful for many pupils.

However, pupils who struggle with phonics have not received enough regular, high-quality support to help them catch up rapidly. Older pupils do not benefit from a well-designed reading and writing curriculum. As a result, outcomes at the end of both key stages 1 and 2 are lower than they should be.

In some subjects in the wider curriculum, the essential knowledge and skills pupils should learn are not sequenced effectively enough. This means learning does not build on prior learning, and teachers cannot accurately check how well pupils are learning. This leads to gaps in pupils' knowledge, and they do not learn as much as they could.

The school has taken effective action to make sure that an effective curriculum is in place in other subjects. This means pupils learn more successfully in these areas. For example, in mathematics, science and art, the curriculum enables pupils to develop their knowledge and skills much more fully.

As a result, pupils achieve relatively well in these subjects. Adaptations to support pupils who need extra help are in place. Pupils report that they enjoy the lessons and are able to demonstrate their learning well.

The school makes specific provision for disadvantaged pupils, including those with SEND. Staff are compassionate and include all pupils in all activities. However, some of the adaptations made to learning are not as effective as they could be.

As a result, some pupils with SEND lack engagement in their learning and do not achieve as well as they could.The early years provides a strong start as the curriculum is thoughtfully considered. The environment is vibrant and stimulating.

Skilled staff teach children to play cooperatively and learn the school rules and routines. Children engage well in free-flow and structured activities. Adults use opportunities to promote children's independence, communication and language well.

The classrooms and outside areas enable children to apply what they have learned in a practical context.

Behaviour across the school is positive. Pupils are polite, well mannered and respectful.

This includes at lunchtimes and breaktimes when pupils play together well. Disruption to learning is rare, and pupils know what is expected of them. Pupils' attendance rates are secure.

The school supports families effectively when a pupil's attendance causes concern.

The school places a strong emphasis on pupils' personal development. For example, older pupils take the lead in running the school and eco- councils that spread important messages and promote pupils' views.

The school has a strong understanding of the community it serves. Staff welcome all families with open arms. The vast majority of parents and carers appreciate the care and attention staff give to their children.

Changes in leadership have reinvigorated the school. Many aspects of school life, particularly the curriculum, have been reviewed and areas of weakness have been successfully addressed. For example, there is an increased focus on supporting pupils in the early stages of reading effectively.

The staff are behind this approach and are excited to be part of the school's future. The school is working well with the local authority to review its work and improve provision. Governors carry out their statutory duties effectively.

For example, they assure themselves that safeguarding processes are effective. However, governors could challenge and support, particularly around the quality of education, more precisely.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not as coherent or ambitious as it should be. As a result, pupils have gaps in their knowledge in some curriculum areas. The school should ensure that all subjects have a well-sequenced and fully implemented curriculum, where pupils' learning is checked and monitored effectively, including by governors.

• The school does not always identify and support the needs of pupils with SEND as effectively as it could. This can result in pupils with SEND becoming frustrated and losing interest in learning. The school must ensure that staff are sufficiently trained to both identify and then meet pupils' complex needs so that they learn well.

Also at this postcode