|Name||Elmsleigh Infant and Nursery School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||29 January 2019|
|Address||Queen’s Drive, Swadlincote, Derbyshire, DE11 0EG|
|Religious Character||Does Not Apply|
|Number of Pupils||211 (58% boys 42% girls)|
|Number of Pupils per Teacher||17.5|
|Percentage Free School Meals||32.1%|
|Percentage English is Not First Language||1.4%|
Information about this school
Elmsleigh Infant and Nursery School is a smaller than the average-sized primary school. The proportion of disadvantaged pupils is above the national average. The proportions of pupils from minority ethnic backgrounds and of pupils who speak English as an additional language are below those seen nationally. The proportion of pupils with SEND is well above the national average. The school has an enhanced resource provision for pupils with SEND, specialising in autism spectrum disorder. The school provides Nursery provision for children from the age of three years. Pupils are sometimes taught in the school’s nurture group provision which is located adjacent to the school.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders’ actions to raise standards for pupils in key stage 1 in reading, writing and mathematics have not been thoroughly implemented and effectively evaluated. Middle leaders are beginning to take a more active role in driving improvements to raise standards. However, many actions are in the early stages and have not yet been fully evaluated. Pupils do not have a thorough enough understanding of beliefs and cultures outside their immediate community. Leaders have not ensured that teaching assistants in the mainstream classes are used to effectively support pupils to make good progress in their learning. The quality of teaching and learning across key stage 1 is inconsistent. Not all teachers match work well to pupils’ needs. Too few pupils make good progress or attain as highly as they should. This is particularly the case for the most able pupils. Some teachers are too slow to deal with pupils’ misconceptions in their learning. This hinders their progress, particularly in English and mathematics. Teachers do not consistently set high expectations for pupils’ handwriting in different subjects. Provision in the outdoor area of the early years does not promote children’s learning as effectively as it should. The school has the following strengths Children in the early years make a good start to their school lives. They are nurtured and make good progress in their learning. Pupils’ personal development and welfare is developed well through the school’s curriculum and nurture provision. Relationships between pupils and staff are caring and positive. Children with special educational needs and/or disabilities (SEND) and those with additional needs, are very well supported by highly skilled staff and carefully planned learning. Leaders and governors are committed to the school. They have a good understanding of the needs of the community it serves. Parents and carers greatly appreciate the guidance and advice they receive to support their children’s education and well-being.