Haddon Primary and Nursery School Closed

Name Haddon Primary and Nursery School Closed
Website http://www.haddonprimary.co.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 14 June 2016
Address Haddon Close, Westdale Lane, Carlton, Nottingham, Nottinghamshire, NG4 4GT
Phone Number 01159523959
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 214

Information about this school

The school is smaller than the average-sized primary school. The proportion of pupils for whom the school receives the pupil premium is below average. This is additional government funding for pupils known to be eligible for free school meals and those who are looked after by the local authority. Most pupils are White British. The number of pupils from minority ethnic groups or with English as an additional language is below average. The percentage of pupils with special educational needs or disability is broadly average. The nursery provision is available in the mornings only, on a part-time basis. The school provides a breakfast club and an after-school club. In 2015, the school did not meet the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. The school has received support from the headteacher of Morven Park Primary School, who is a local leader in education. A partnership between the two schools is developing and staff from both schools work together to share good practice. The school is also part of the local teaching school alliance. The headteacher was initially seconded to the school for a temporary period, but was appointed to the permanent post of substantive headteacher. This will take effect from September 2016. The school does not meet requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a school that requires improvement Standards at the end of key stage 2 are not high enough as a result of a legacy of underachievement over previous years. The basic skills of writing are not fully embedded and some pupils’ grammar, punctuation and spelling are often not accurate. The most able pupils do not achieve as well as they should. There is not enough challenge in their learning to ensure that they make rapid progress. Until recently, school leaders have not focused enough on developing teaching that challenges pupils and supports them in improving their work. The curriculum does not provide enough opportunities for pupils to develop their learning and interests beyond the school community. The roles of some leaders are not fully developed and it is too soon to judge the full impact of their work. The school has the following strengths The headteacher, working alongside colleagues from partner schools and the local authority, has accurately evaluated the school’s performance and identified key priorities. Her actions are leading to sustainable improvements in outcomes for pupils and in the quality of teaching. Governors provide effective support and challenge to school leaders and have a clear strategic vision for the school. Children do well in the early years as a result of good leadership and learning opportunities that develop children’s basic skills. Pupils behave well and have good attitudes to their learning. They feel and are kept safe.