The Florence Nightingale Academy

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About The Florence Nightingale Academy

Name The Florence Nightingale Academy
Ofsted Inspections
Headteacher Mrs Lucy Baxter
Address Chewton Street, Eastwood, Nottingham, NG16 3HB
Phone Number 01773713452
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 363
Local Authority Nottinghamshire
Highlights from Latest Inspection

What is it like to attend this school?

There is a strong sense of togetherness at this school. As the Nursery children recite with their teacher, 'Teamwork makes a dream work!'

Leaders and staff work together to provide a caring environment and an ambitious curriculum for all their pupils.

From Nursery to Year 6, relationships between pupils and adults are very positive. Staff encourage pupils to aim high in their learning and in the wider experiences of life. Pupils have pledge passports which help them to aspire to 50 different experiences.

These range from raising a butterfly to recording a song. Pupils with special educational needs and/or disabilities (SEND) get support to access the same le...arning opportunities as other pupils.

Pupils are a credit to the school.

They behave very well, responding to the high expectations of teachers. There is a calm atmosphere throughout the school. Pupils feel safe and happy.

They say that bullying is not a problem at this school. They are confident that staff would deal with it if it happened.

Most parents are happy with the school.

One parent, typical of many, said, 'I believe this school genuinely puts the children at the heart of their practice.'

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

Leaders, including trustees and governors, have a clear vision for pupils at this school. The COVID-19 pandemic disrupted pupils' learning.

Academic results dropped in 2022. Leaders and staff have been working hard to bring the school back to the standards pupils reached before the pandemic. This hard work is now paying off.

Pupils are achieving well across the curriculum, particularly in mathematics and English.

Children in the early years learn in a supportive, caring environment. Staff plan in detail what children need to learn.

They provide many activities to capture the children's imagination and curiosity. For example, Reception children enjoy learning a different language. They sang 'Baby Shark' in Mandarin with great enthusiasm.

This approach to making learning memorable helps children to achieve well.

Leaders are quick to identify the needs of pupils with SEND. Staff help these pupils to be independent learners, providing extra resources and effective support.

As a result, pupils with SEND make good progress across the curriculum. Some parents of pupils with SEND are very positive about the school. Others would like better communication between school and home.

Leaders prioritise reading. They have provided staff with the training they need to teach the reading curriculum consistently well. Leaders organise the teaching of phonics well so that pupils gain the knowledge they need at the right time.

Pupils who need extra practice get additional sessions to help them keep up. This enables pupils to become confident and fluent readers. Pupils enjoy story time and value the opportunities they have to read books for pleasure.

Regular visits to the school library provide them with a wide range of books to read and enjoy.Mathematics is also a priority at this school. The curriculum builds up in small steps, lesson by lesson.

As a result, pupils are confident in the tasks they undertake. Books show that pupils achieve well. From Nursery onwards, teachers are skilled at identifying and closing gaps in pupils' knowledge.

Pupils enjoy mathematics, with one pupil commenting, 'In maths, you learn one thing at a time and these all add up.' Leaders have taken the same careful approach to planning pupils' learning in other subjects, such as English, science and physical education (PE). Teachers know precisely when to teach the knowledge that pupils need.

They know how to check pupils' learning.

Pupils' personal development is at the heart of the school's work. Leaders ensure that the curriculum extends beyond the academic.

A high proportion of pupils attend the wide range of extra-curricular clubs. In lessons and in other activities, pupils learn the importance of curiosity and not giving up. This contributes to their positive attitudes to learning and behaviour.

Teachers ensure that pupils learn about differences between people and the importance of respect. Aspects of the personal, social and health education (PSHE) curriculum are strong. However, pupils' knowledge of fundamental British values and world faiths is not secure.

Staff have regular opportunities to work with colleagues across the trust. This supports their professional development. Staff feel valued by leaders.

They appreciate the way that leaders consider their workload and well-being. Morale is very high.


The arrangements for safeguarding are effective.

Leaders check that all adults who work in school are suitable to work with children.They provide all staff with regular training. As a result, staff at every level understand the vital importance of safeguarding.

Staff report any concerns, no matter how small, promptly. Leaders are very persistent in engaging the help of outside agencies, such as children's services. They are determined that pupils get the support they need as quickly as possible.

Pupils learn how to stay safe online and in the wider world.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils' knowledge of fundamental British values and world faiths is not secure. Leaders must ensure that pupils have the necessary knowledge and understanding of British values, different cultures and faiths to help prepare them for life in modern Britain.

• Some parents feel that communication between school and home is not as effective as it could be. They are concerned that leaders do not always respond to issues they raise in a timely manner and do not feel fully informed. Leaders should improve communication systems so that all parents feel fully involved and informed about their children's education.

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