Mapperley Plains Primary and Nursery School


Name Mapperley Plains Primary and Nursery School
Website http://www.mapperleyplains.notts.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 19 May 2011
Address Central Avenue, Mapperley, Nottingham, Nottinghamshire, NG3 5LD
Phone Number 01159649360
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 355 (50% boys 50% girls)
Number of Pupils per Teacher 22.9
Percentage Free School Meals 2.2%
Percentage English is Not First Language 6.5%

Information about the school

The school is larger than the average primary. The proportion of pupils known to be eligible for free school meals is well below average. An average proportion come from minority ethnic backgrounds. Few speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is below average, as is the proportion with a statement of special educational needs. The school provides a breakfast club that is managed by the governors. It has gained recognition for its work in several areas and holds International Schools, Healthy Schools and Dyslexia-Friendly status, together with the Activemark and Eco-Schools award.

Main findings

Mapperley Plains Primary and Nursery School provides a good education for its pupils. It is welcoming and pupils make an outstanding contribution to the life of the school. They take responsibility very readily, behave well and are respectful of their peers, adults and visitors. Pupils feel safe and secure. Their enjoyment of school life is reflected in their above average rates of attendance. A further strength is the excellent promotion of healthy lifestyles, evidenced in the school’s achievement of Healthy School status and the Activemark award. Pupils participate in regular physical exercise and fully understand the importance of diet to health. They take full advantage of the additional activities, sports and clubs provided, many of which arise from the school’s good partnerships with outside providers. Because pupils of all ages get on well together, the learning atmosphere is purposeful and harmonious. This is recognised by parents and carers. The very large majority who replied to the inspection questionnaire expressed considerable satisfaction with their children’s experience at the school. An effective Early Years Foundation Stage enables children to make a good start to school. Due to careful early assessments, children begin to make good progress immediately. This good progress continues as pupils move through the school and standards at the end of Year 6 are above average. A dip in attainment in 2009 has been addressed effectively and Year 6 pupils are on course to match the above average results seen in national tests in 2010. This is confirmed both by reliable school tracking information and the work inspectors observed in Year 6. Attainment in mathematics, although above average, is not as high as attainment in English, where staff have been particularly successful in improving the standard of pupils’ writing. Staff recognise that this is because of weaknesses in pupils’ problem solving skills, particularly those of girls, whose attainment in mathematics is below that of boys. The more effective use of assessment information to identify where additional teaching will be most beneficial has made a significant contribution to pupils’ good achievement, particularly that of pupils with special educational needs and/or disabilities. Much has been done to improve the quality of teaching and learning and most is good. However, this quality is not yet found consistently throughout the school. There is more still to do to ensure that pupils in all classes are provided with learning activities that consistently challenge and engage them. Marking also varies: it does not always give clear guidance on what pupils need to do in order to improve their work. Because many subject coordinators are new to their roles, responsibility for monitoring and improving the quality of teaching and learning has rested heavily on the headteacher and his deputy. Staff with coordinating roles are keen to develop their monitoring and evaluation skills so that they can contribute more fully to school improvement by identifying and sharing good practice and tackling weaknesses in their areas of responsibility. A well-structured school improvement plan based on accurate self-evaluation together with a record of raising attainment shows the school is well placed to build on its strengths and has good capacity for continued improvement.