Nailsworth Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to attend this safe and welcoming school. Many describe it as fun and caring.

Pupils uphold the school's values of community, love, respect and perseverance. These guide them successfully in their work and play.

Since the previous inspection, the school has raised expectations and redesigned much of the curriculum to make it more ambitious for all pupils.

It is rightly proud of the improvements. This shows in the higher than national published outcomes in reading, writing and mathematics. Most pupils leave school well prepared for the future.

The school sets high standards for behaviour. Pupils live up to the 'ready, respectful and s...afe' rules. For example, they show 'respect' in their positive interactions with staff and each other.

Learning flows without disruption. Pupils strive to earn house points or become 'star of the week'.

Pupils are keen to take on important roles.

These include being house captains and reading ambassadors. The school nurtures pupils' talents and interests through clubs such as fencing, technology and sports. Pupils develop a sense of community by singing to older residents and taking part in local gardening projects.

All of this, and much more, supports pupils in becoming responsible and active citizens.

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

Leaders have taken decisive action and worked determinedly to drive rapid improvements. They have put pupils at the heart of decisions made.

Staff are highly positive about the guidance they receive to hone their practice. They appreciate how leaders are mindful of the impact on workload. Governors understand their role.

They provide effective challenge to develop the school further.

The school has built a strong reading culture. Books feature prominently across the curriculum.

In Reception Year, children eagerly join in with familiar stories and rhymes. Pupils enjoy class book discussions and the diverse range of texts they study. Staff skilfully select books to broaden pupils' understanding of the wider world.

For example, pupils learn to be thankful for what they have through the books they read about characters who face adversity.

From the start of Reception Year, children confidently read and write the sounds they have learned. This continues into Year 1, where pupils blend sounds and read words fluently and accurately.

Staff use ongoing checks to find out what pupils remember well. Those who slip behind get effective support to help them keep up. The impact of the school's work can be seen in the above national average results of the Year 1 phonics screening check in 2024.

Over the past year, the school has introduced important changes in many subjects. The curriculum now sets out the knowledge and vocabulary that pupils need to learn and the order in which it needs to be taught. Pupils discuss their recent learning very well.

For example, in art, pupils in Year 6 understand how to use techniques, such as cross hatching and shading. In science, pupils in Year 3 confidently explain how magnets attract and repel. However, in a few subjects, it is not sufficiently clear how new learning connects to prior knowledge.

This prevents pupils from deepening their understanding of concepts. Furthermore, in some wider curriculum subjects, the school is still developing systems to check that pupils remember what they learn in the long term.

Teachers have secure subject knowledge.

They explain content clearly and introduce pupils to rich vocabulary. Teachers use quizzes and checks to make the most important knowledge stick in pupils' minds. For example, in mathematics, daily 'flashbacks' help pupils recall prior learning.

Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly. Staff provide extra support, such as 'scoop group' sessions, to help pupils close any gaps in their knowledge. This helps pupils with SEND learn successfully alongside their peers.

Pupils behave well. They like how the school applies the rules fairly. From the start of Reception Year, staff teach children about good listening and taking turns.

Pupils across the school build on this positive start. If pupils find it harder to manage their behaviour, leaders act fast to secure the right support.

The school extends pupils' learning beyond the classroom.

In forest school, pupils learn to persevere and take responsibility. Visits from the police and dog charities reinforce safety online and in the community. Trips to places of worship develop an understanding of different beliefs and cultures.

Pupils play their part in making sure that they treat others how they want to be treated.

Pupils, staff and most parents and carers praise the school highly.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the school has not identified the ways in which prior knowledge connects to new learning. This means that staff do not maximise opportunities to make these clear, which prevents pupils from deepening their understanding of important concepts. The school should ensure that all subjects map these connections to support staff and pupils in developing their understanding over time.

• In some wider curriculum subjects, the school is in the early stages of implementing systems to check how well pupils learn the curriculum. Consequently, the school does not have a secure understanding of what pupils know and remember in all subjects. The school should develop effective assessment systems to check the impact of its work on helping pupils remember their learning in the long term.

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