Nanstallon Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Nanstallon has transformed since the last inspection. The buildings, learning, behaviour and leadership have all got much better.

Everyone at the school is ambitious that pupils do well. Pupils thrive because they are challenged to work hard. Adults make sure that the work is interesting and captivating.

Pupils are encouraged to think for themselves, develop their own interests and be responsible for their own work. They work well in class and when learning outside. They become particularly confident using information and communication technology (ICT) to record their work.

Pupils say they love coming to school. Their parents agree. Every morning the headteac...her and staff enthusiastically welcome pupils to the school.

This morning greeting is just one example of the way the school is friendly, nurturing and values everyone.

Behaviour is good and pupils get along with each other. They say there is no bullying.

There is always help at hand if a pupil is struggling. Adults ensure that everyone learns and behaves the best they can.

Pupils learn well in reading and mathematics.

However, the planning of some of the other subjects needs strengthening to make sure that pupils build on their knowledge year on year.

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

Children get off to a strong start at Nanstallon. There are good links with the pre-school and with parents and carers.

Children settle quickly. They become confident to learn and play together. Staff care for children well.

They are knowledgeable about their strengths, interests and needs. The teacher makes sure there is a careful mix of different opportunities to learn. Sometimes whole class sessions are used to introduce topics or explain the basics.

These sessions are then built upon in indoor and outdoor play, group or individual sessions. Staff check and develop children's learning through the day.

Pupils' early reading is developed well.

The teaching of phonics is clearly structured. Pupils become confident readers. Their books are carefully selected for them.

Other reading sessions develop pupils' vocabulary and expression. The school makes sure that there are a range of books, literature, comics and journals available to interest different children. There are lots of quiet spaces where pupils choose to read.

Pupils say they love mathematics. Teachers plan the mathematics curriculum carefully so that pupils develop their knowledge across a broad range of mathematical ideas. Teachers adapt the curriculum well to give more support to those pupils who might be struggling.

Consequently, pupils become confident mathematicians.

Leaders and teachers know pupils well. They use a range of assessments to check for gaps in pupils' knowledge and skills over time.

Teachers give feedback straightaway to help pupils improve their work. They give extra help to pupils when it is needed.

Teachers capture the curiosity of pupils by designing interesting curriculum topics.

There are opportunities to learn in different ways. Pupils become confident in using ICT to record and enhance their work. Teachers make sure all the subjects of the national curriculum are covered when they should be.

Nevertheless, for some subjects, it is not clear how the curriculum topics help pupils learn key knowledge over time. At times, the interesting approach distracts from the important content that must be learned.

The school prides itself on its life skills curriculum.

The aim is to develop the 'whole child' with a focus on being healthy and pupils developing social, economic, and linguistic skills. Pupils experience a range of cultural opportunities. This means that all pupils have the opportunity, for example to learn to sew, cook and play an instrument.

The school has adopted a relationships and sex education policy. This is not fully developed. Consequently, it does not yet link with the life skills curriculum to tackle some of the particular issues that Nanstallon pupils may face in their local community or when they go to secondary school.

Pupils follow the school behavioural expectations well. Where pupils find this difficult, they are given help.

Leaders have set up clear structures for supporting pupils with special educational needs and/or disabilities (SEND).

Leaders adjust the environment, the curriculum, or the adult support to help individual pupils. They make good use of specialist services. As a result, pupils with SEND get the help they need.

The arrival of the new headteacher accelerated the improvement of the school. Parents and staff describe him as 'passionate' and 'impressive'. With the support of a strong governing body, he has improved the school while ensuring the well-being of staff.

Other leaders and school staff share the headteacher's ambition. Together, they are an informed, enthusiastic and effective team.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, staff and governors ensure that pupils are safe. They have made significant improvements to the environment, procedures and policies. Leaders ensure that recruitment and record keeping procedures are effective.

Staff are well trained and confident in their responsibilities. When it is necessary, staff work effectively with external services.Pupils say they feel safe.

Teachers have recently supported parents and pupils due to concerns about online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• It is not sufficiently clear how the topics that are taught in different year groups contribute to pupils acquiring key knowledge and skills in some foundation subjects. Leaders should clarify what pupils should know and understand in these topics and how this is relevant to the pupils of Nanstallon.

• Some aspects of the life skills and sex and relationship curriculum are not as well developed as others. This leads to pupils having gaps in their understanding of the challenges that they may face. Leaders need to strengthen the curriculum so that it systematically addresses issues that are current locally and nationally and prepares pupils for the challenges of secondary school.

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