We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Goldfield Infants’ 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 Goldfield Infants’ and Nursery School.
To see all our data you need to click the blue button at the bottom of this page to view Goldfield Infants’ and Nursery School
on our interactive map.
Pupils feel safe in, and enjoy attending, this highly inclusive school. Relationships between adults, pupils and their families are warm.
This helps make the school a happy place.
Children settle into the early years very quickly. As they move through the school, pupils learn a broad and balanced curriculum.
They achieve well, particularly in the core subjects of English and mathematics.
The pastoral support provided is a strength. The school ensures that pupils' well-being comes first.
Pupils know that adults will listen to them if they ever feel worried. If any pupil needs some more specific support, this is provided by trained adults. Reg...ular well-being mornings involve parents and carers in this offer, too.
Behaviour around school is typically positive. Pupils are enthusiastic learners in the classroom. The playground is a hive of activity.
Many pupils play games together happily, while pupils who prefer quiet time have this opportunity, too. If any pupil feels left out, members of the 'kindness crew' are on hand to support them to find a friend.
Pupils benefit from the chance to develop their wider talents and interests through clubs such as French, yoga and football.
School councillors take on leadership roles. They enjoy having an active voice in school life.
What does the school do well and what does it need to do better?
Children make an excellent start in the early years.
Clear routines and expectations are set straight away. The well-thought-out curriculum has communication and language at its heart. Children learn about stories and poems and are exposed to a wide range of new words.
This learning is built on as children move from the Nursery class into Reception. Skilled adults interact with children to further their learning. Children in the early years secure key knowledge and develop strong learning behaviours.
They are well prepared for Year 1.
The early reading curriculum is a clear priority. Trained staff deliver the school's chosen phonics programme effectively.
Pupils use their knowledge of letter sounds to read books that are well matched to their stage of learning. Adults check how well pupils are reading. Where any pupil needs some extra help, this is provided without delay.
The weekly 'reading raffle' motivates pupils to read at home as well as at school. Pupils become fluent, confident readers.
Beyond the early years, the school has redesigned its curriculum in recent years.
The school has ensured that the curriculum is carefully ordered so pupils build on their learning year on year. This is beginning to work well. Pupils are learning the key knowledge identified in subject curriculums.
However, some subject curriculum planning is further developed than others. In some subjects, recent changes in curriculum leadership have hindered the school from developing these subjects as quickly as they might. Intended improvements to these subject curriculums have not yet been made.
In these subjects, pupils do not always learn and connect their learning as effectively as they might. They do not secure a depth of knowledge over time.
Support for pupils with special educational needs and/or disabilities (SEND) is strong.
The additional needs of pupils with SEND are identified precisely. The school understands the adjustments that each pupil needs to help them to learn. Staff put these in place to enable many pupils with SEND to access the same curriculum as their peers successfully.
Some pupils follow a more individual curriculum, which is right for them. Pupils with SEND achieve well at this school.
The school encourages pupils to reflect on their own behaviour.
Adults model behaviour expectations and pupils typically meet these expectations well. On a few occasions, some pupils show a lack of engagement with their lessons. However, staff are well trained to re-engage pupils without disrupting the learning of others.
The school's personal development provision helps pupils to learn how to be a good friend, as well as how to keep themselves safe, including online. Pupils develop their character and learn how to be an effective learner by building their 'learning powers'. Visits to school from different faith leaders support pupils to value difference and respect different cultures and beliefs.
The curriculum is enhanced by different trips, visitors and experiences that bring learning to life.
Governors care deeply about the school. They monitor the impact of the school's provision and offer a strong balance of support and challenge to school leaders.
Staff are proud to work at this school. They value the close-knit staff team and the support they receive from school leaders around their workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some subject curriculum thinking is not yet fully embedded. In these subjects, pupils do not always connect and develop a depth of knowledge over time. The school should further support subject leaders to consider and refine their curriculum thinking so that pupils consistently learn and remember the intended knowledge across all curriculum subjects.
