The Nettleham Infant and Nursery School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of The Nettleham Infant and Nursery School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding The Nettleham Infant and Nursery School.

To see all our data you need to click the blue button at the bottom of this page to view The Nettleham Infant and Nursery School on our interactive map.

About The Nettleham Infant and Nursery School

Name The Nettleham Infant and Nursery School
Ofsted Inspections
Headteacher Miss Catherine Jollands
Address All Saints Lane, Nettleham, Lincoln, LN2 2NT
Phone Number 01522750964
Phase Academy
Type Academy converter
Age Range 3-7
Religious Character None
Gender Mixed
Number of Pupils 201
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

The school has a kind and respectful ethos. Pupils enjoy coming to this school and attend regularly.

They are caring and well mannered. Pupils benefit from warm, positive relationships with staff and each other.

Pupils are taught by committed and passionate staff.

The school is ambitious for all pupils. Pupils achieve well, particularly in phonics.

The school is calm and orderly.

Pupils behave well. Staff have high expectations for all pupils' behaviour. Pupils rise to these expectations and appreciate the celebrations of their success.

Pupils confidently talk about their emotions using the 'colour monsters' to help them articulate ...their feelings. The 'Little Leaders' engage with the views of their peers, including how safe they feel. Pupils say they feel safe in school and know there are trusted adults to whom they can talk.

Pupils enjoy attending 'The Treehouse' and the wide range of extra-curricular opportunities available to them, such as Aikido and street dance. The vast majority of parents and carers are full of praise for the school, with one comment typical of many: 'My child has thrived and excelled in school. They are happy, confident and love coming into school every morning.'

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

A well-considered curriculum provides children in the Nursery Year with a firm foundation for later learning. Across the school, the curriculum is well sequenced. The school has planned carefully the knowledge and skills that pupils need to gain in different subjects.

The early years foundation stage (EYFS) curriculum is new and is embedding. The environment in the nursery is not yet as rich as it could be in order to support children's learning and their experience of this new curriculum. The key stage 1 curriculum prepares pupils well for their transition to junior school.

From the start of the Nursery Year, staff work swiftly and accurately to identify children's needs. They put in place precise, bespoke plans for children with special educational needs and/or disabilities (SEND). They ensure that the school acts on the advice of specialists.

This continues throughout the school, where pupils' needs are met well through the use of different adaptations. Staff provide effective help through carefully chosen activities to promote communication and language development. Staff manage pupils with complex needs with care and sensitivity.

As a result, pupils with SEND achieve well.

Teachers' subject knowledge is strong. In lessons, teachers present information clearly.

Staff regularly check what pupils have learned. However, in some subjects, checks on how well pupils are retaining key knowledge over time are not as well developed as in others.

The school has prioritised reading.

Children learn about letters and the sounds they make. Right from the start of the Reception Year, children learn to read using a well-structured phonics programme. Pupils read books that are closely matched to the sounds that they know.

Regular checks on pupils' understanding ensures that those at risk of falling behind in reading receive highly effective support to help them to keep up. As a result, pupils quickly gain the knowledge and skills they need to become confident, fluent readers. Pupils enjoy reading and writing.

Pupils, including the very youngest, behave well. From the EYFS, there is a focus on being patient, taking turns and self-regulation. By setting clear routines, staff make sure that pupils know how to manage their own behaviour.

Pupils are confident to talk about their feelings, and they trust staff to help them to manage negative emotions. As a result, the school has an atmosphere that supports and values learning. In lessons, pupils want to learn.

Pupils move around the school calmly and line up sensibly. Pupils are polite and friendly.

Pupils have an age-appropriate understanding of fundamental British values.

They learn about democracy through voting for the 'Little Leaders'. Pupils know the school values which build their character. Pupils have a good understanding of the importance of tolerance and respect.

They learn about different faiths and cultures. Pupils develop their sense of how to be active citizens through clubs such as gardening club, by raising money for charities and becoming pen pals with local senior citizens.

Trustees provide effective challenge and support in equal measure.

However, the school's monitoring of some subjects is not yet as effective as it could be. Staff value the care leaders show for their well-being and workload. Teachers in the early stages of their career are very well supported.

Staff are happy and proud to work at this school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, checks on how well pupils are retaining key knowledge over time are not as well developed as in others.

This means the school does not have a sufficiently accurate picture of how securely pupils are learning the whole curriculum in the detail intended. The school needs to adapt and strengthen assessment processes in these subjects to identify any gaps in pupils' learning and plan future curriculum adaptions to ensure that pupils learn well across the full range of subjects. ? The monitoring of some subjects is not yet as effective as it could be.

The effectiveness of the curriculum is not routinely checked by all leaders. This means the school cannot be sure staff are delivering the intended curriculum in all subjects as well as they could. The school should support all subject leaders to monitor and evaluate their subjects skilfully.

• The EYFS curriculum is new and is embedding. The environment in the nursery is not yet as rich as it could be to support children's learning and their experience of this new curriculum. The school should ensure that staff create an environment in the nursery that supports the intent of this ambitious, coherently planned and sequenced curriculum.

  Compare to
nearby schools