Whitemoor Academy (Primary and Nursery)

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About Whitemoor Academy (Primary and Nursery)

Name Whitemoor Academy (Primary and Nursery)
Website http://www.whitemooracademy.co.uk/
Ofsted Inspections
Headteacher Headteacher Rob Lord
Address Bracknell Crescent, Whitemoor Estate, Nottingham, NG8 5FF
Phone Number 01159786351
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 433
Local Authority Nottingham
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this school. Their attendance is improving, and an increasing number arrive at school on time each morning. Pupils get on well together.

They make sure that no one gets left out, and show each other, and adults, respect. Bullying does happen, but when pupils tell someone about it, then it stops. As one pupil typically explained, 'You can be friends with everyone here.'

Pupils know why it is important to try to 'be your best selves' in everything they do. This positive message is evident in the way that pupils conduct themselves around school, on the playground and during lessons. Pupils know that they may get an 'angry bee' card when ...they do something wrong.

Staff respond to any silly or inappropriate behaviour quickly so that lessons are not disrupted. Pupils say that staff are fair and consistent when dealing with incidents of poor conduct.

Pupils are keen to learn.

They know that staff expect them to try hard and get involved. Pupils like taking part in many different activities. They enjoy learning to play musical instruments, planting trees, singing at community events and visiting the local university.

Pupils thrive in this caring and aspirational school.

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

The curriculum is well thought out, starting with the early years. Leaders check what children know already when they start school.

They identify the important language and key knowledge that children should learn. Leaders plan engaging activities that promote children's development. There are plenty of opportunities for children to practise their literacy and numeracy skills.

Children happily share, take turns and apologise to each other if they get in the way. They love listening to stories, and can accurately recall the different characters in the tale 'We're going on a bear hunt'. Children leave the early years well prepared for Year 1.

There is a strong focus on making sure that pupils can read well. Children start to learn their letters and sounds as soon as they come to school. Well-trained staff use consistent routines to help pupils read unfamiliar words.

Staff spot when pupils make an error or fall behind. They make sure that these pupils get extra help. However, some pupils in the early stages of learning to read do not practise reading often enough with an adult.

They are not catching up as quickly as they should.

Teachers regularly model reading aloud. This improves the expression and intonation of pupils' own speech.

Pupils enjoy choosing books to read from different genres, authors and cultures. However, leaders have more work to do before all pupils develop a love and enjoyment of reading.

The curriculum is well organised.

Leaders plan precisely what they want pupils to know and when. Pupils learn new subject content in a logical order. They can often remember what they have learned about a topic previously.

Pupils occasionally find that the work is too easy for them and lacks challenge.

Teachers sometimes do not choose the most appropriate ways to teach pupils new subject content. This makes it more difficult for pupils to grasp new ideas.

Teachers use their strong subject knowledge to check what pupils know and understand, and to correct any errors. However, pupils do not always get sufficient time to review and improve their work, in response to teachers' advice.

Teachers pay close attention to the needs of pupils with special educational needs and/or disabilities (SEND).

They make sure that these pupils can access the learning. Adults working with pupils with SEND in 'The Hive' provision know these pupils well. These pupils follow bespoke programmes that are tailored closely to their particular needs.

They sometimes enjoy learning and socialising with their peers.

The programme to support pupils' personal development is wide-ranging. Pupils find out about different faiths and cultures.

They learn about positive role models from diverse backgrounds. Pupils understand how to look after themselves, mentally and physically. They know that they should treat everybody the same because 'that is fair'.

Staff love working at the school. They say that leaders are approachable and supportive. Staff appreciate help to manage their workload.

There have been significant changes to school and trust leadership recently. Many of the trustees are relatively new to their roles. They are quickly learning about the pupils, the school and the community it serves.

They are beginning to offer leaders appropriate support and challenge to help them improve the school.


The arrangements for safeguarding are effective.

Pupils learn how to stay safe, for example online, near water, using the road, and around fire.

Staff are well trained. They know how to spot signs of abuse. Staff understand the importance of referring concerns promptly to safeguarding leaders.

Members of the 'Take Care' team are knowledgeable about the potential risks that pupils may face. They make sure that pupils who are vulnerable to being harmed get the help they need.

Leaders are reviewing pupils' individual risk assessment to make sure that staff are clear what actions they should take to keep each pupil safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils in the early stages of learning to read do not practise their reading often enough with an adult. These pupils do not catch up as quickly as they should. Pupils who are confident readers do not develop a strong love and enjoyment of reading.

They do not always choose to read voluntarily and independently. Leaders need to ensure that all pupils become confident and fluent readers who enjoy reading widely and often. ? The curriculum is not implemented as consistently as it could be.

Teachers sometimes do not make the most appropriate pedagogical choices when delivering the curriculum. They do not allow pupils sufficient time to respond to advice as to how they can improve their work. Pupils do not secure their knowledge or achieve as well as they could.

Leaders need to ensure that the curriculum is implemented consistently well in all subjects. They need to make sure that pupils have appropriate opportunities to review their work and learn from their mistakes. ? In a few subjects, the curriculum is not sufficiently ambitious.

Pupils occasionally find that the work is too easy. They do not make as much progress as they could. Leaders need to ensure that the curriculum is planned so that it is sufficiently challenging for all pupils.

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