Nansen Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy, friendly and respectful. There is a strong community feeling within the school and pupils from all backgrounds and abilities are welcomed with open arms. Pupils told inspectors that they 'love school' and 'do not want to go home at the end of the day'.

Pupils feel safe at school and are taught how to stay safe outside of school. They know about different types of bullying and how to deal with it. For example, if they receive an unkind text or message, they know to 'zip it, report it, block it and delete it'.

Leaders quickly deal with any incidents that occur.

Pupils have positive attitudes to learning and behave well in lessons. They underst...and and follow the school's behaviour policy.

Relationships between staff and pupils, and between pupils themselves, are positive. Disruption in lessons is rare.

Leaders want the absolute best for all pupils.

High expectations are the order of the day. All adults provide strong encouragement and support. In return, pupils try their best and work hard to make their teachers proud.

Pupils, staff and parents are adamant that the school has improved significantly. A typical staff comment was 'This is the best it's ever been.'

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

The school has been transformed under the headteacher's effective leadership.

School leaders and trust members have been relentless in their quest to get the school back on track. Their hard work and determination have paid off. They have a clear vision and high ambition for the school that staff share and understand.

Leaders have devised an ambitious and well-sequenced curriculum, including in the early years. They have thought carefully about what they want pupils to learn and in what order. Pupils achieve particularly well in English, mathematics and science as these subjects are well established.

Other subjects are clearly structured but need more time to become as well-embedded. Leaders and staff are reviewing where the curriculum needs adjustment to close gaps in pupils' knowledge. They are also devising systems to assess pupils' abilities in all subjects, but this is at an early stage of development.

Staff appreciate the training and guidance they receive. Support from trust and subject leaders has helped improve teachers' knowledge and practice. The well-designed curriculum provides a firm foundation and structure for staff to follow.

Staff have good subject knowledge and pay particular attention to improving pupils' vocabulary.

The teaching of early reading is a strength of the school. Leaders have placed a strong focus on this and want pupils to enjoy reading.

They make sure that pupils who struggle with their reading have the opportunity to read daily in school. These pupils are making remarkable progress due to the extra time and support they receive. However, a small number of pupils in key stage 2 are not making the progress they should.

This is because staff have not identified the precise barriers, or what these pupils find difficult in reading, that are preventing them from becoming fluent and confident readers.

Children get off to a good start in the early years. Staff build children's early skills well, such as counting or finding out about how things grow.

Staff place a key focus on improving children's language skills and instilling a love of learning.

Leaders make sure that extra funding is used appropriately. Disadvantaged pupils and those with special educational needs and/or disabilities are fully included in school life.

Pupils with complex needs are particularly well catered for in the dedicated 'hub.' The curriculum is adapted carefully and pupils receive the tailored support they need to make progress step by step.

Leaders have worked hard to improve attendance.

They have had some success. However, there are still some pupils who do not attend school regularly. This limits pupils' learning.

Leaders are determined to continue to build relationships with parents and engage them in their child's education.

Pupils enjoy the vast range of extra-curricular opportunities the school offers them through clubs, trips and events. They visit different places of worship to learn about other cultures and beliefs.

They have a strong understanding of fundamental British values as these align closely with the school's values. Leaders ensure that the opportunities provided prepare pupils for the next stage of their education and life in modern Britain.

Staff are in full support of the headteacher and trust leaders.

They appreciate the reduction to their workload and attention to their well-being.

The trust provides excellent levels of challenge and support. They keep a close focus on the school's progress and provide the resources and help needed to realise the high ambition set.

Safeguarding

The arrangements for safeguarding are effective.

Keeping pupils safe is at the heart of the school's work. Safer recruitment checks are carried out on all staff.

Leaders provide regular training and updates so that staff can identify pupils at risk and take prompt action. Robust systems are in place to track and record any concerns raised. Leaders are tenacious in their work to get the support vulnerable pupils and their families need.

Safety is an integral part of the curriculum. Pupils learn how to keep themselves safe in different situations. Leaders invite community police and nurses to work with pupils to raise their awareness of keeping safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' assessment of foundation subjects is still at an early stage of development. Staff are still identifying where gaps exist in pupils' knowledge and where curriculum adaptations are needed. Leaders should continue to develop assessment criteria and curriculum checks to determine how well pupils are achieving in all subjects, and adapt the curriculum content to improve pupils' outcomes further.

• Some pupils in key stage 2 struggle to read fluently and with confidence. This is because leaders have not identified and addressed the barriers preventing pupils from making better progress in reading. Leaders should assess which areas of reading pupils need greater support with to ensure that they gain the skills needed to become fluent and confident readers.

• Attendance is improving but it is still too low. This means that some pupils miss important lessons and learning. Leaders should continue to work with those parents who do not yet recognise the importance of regular school attendance for their child to improve their attendance.

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