Norwood Primary & Pre-School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher and senior leaders provide strong, clear leadership. They know the school well and have implemented plans to ensure that the school continues to improve. Leaders, staff and governors are united in a mission not only to enable pupils to achieve well, but to help them flourish into confident, principled individuals.

Pupils' behaviour around the school and at free times is impeccable. Pupils are kind, considerate and thoughtful. Older pupils take every opportunity to serve the school and take care of younger ones.

This leads to a happy, harmonious school community. Teachers and support staff have high expectations of what pup...ils can achieve. This is reflected in well-presented work across a range of subjects.

Pupils achieve well across the school and most make good progress. Outcomes dipped at the end of key stage 2 in 2018, but pupils, including disadvantaged pupils, are currently making stronger progress. The curriculum is a strength of the school.

Pupils learn well across a wide range of subjects. Teachers use exciting activities and interesting topics to capture pupils' interests and spark their curiosity. Governors play a vital role in the school, providing support and challenge for senior leaders.

They have an in-depth knowledge of the school because they check carefully that what they have been told is accurate. Children get off to a strong start in the early years. Effective teaching enables them to make good progress from their starting points and equips them with the knowledge and skills needed for success in key stage 1.

Pupils have a very strong understanding of equality and fairness. The school's inclusive ethos has a strongly positive impact on pupils. The teaching of mathematics is effective.

Pupils learn to calculate quickly and efficiently, using their knowledge to solve challenging problems. However, teachers provide too few opportunities for pupils to develop their mathematical reasoning. Pupils achieve less well in writing than in reading and mathematics.

At times, younger pupils do not build skills securely because : teachers' plans do not provide clear sequences of lesson that would enable them to do so. Teachers offer useful guidance and help to support pupils' learning. However, occasionally pupils struggle, without staff noticing or adapting the task to meet their various needs.

Information about this school

This is a larger-than-average primary school. There are two classes in most year groups. There is a pre-school for 49 children.

The proportion of disadvantaged pupils is close to the national average. Levels of deprivation are also in line with those seen nationally. Nearly three quarters of the pupils are White British.

There are several groups of pupils from different ethnic minorities. The proportion of pupils for whom English is an additional language is above that seen nationally. The proportion of pupils with SEND is similar to that seen in other schools across the country.

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