Nettleworth Infant and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to school.

One pupil, typical of many, said, 'I am so excited to come to school, I get here early.' Leaders' aim of 'We nurture, we flourish, we achieve' enables all pupils to 'shine like stars'. Leaders want the very best for all pupils.

Pupils achieve well.

Pupils show great kindness to their friends. They demonstrate the 'rainbow rules' and their 'superhero learning powers' in lessons and during social times.

Pupils feel safe. They trust staff to help them if they need it. Bullying is rare.

Pupils know that staff will resolve any upsets among friends.

Pupils are inquisitive and confident learners. They know tha...t they are expected to try their best.

They strive to move their rockets along the rewards chart so that they can 'reach for the stars'. Pupils enjoy learning because their teachers plan interesting lessons to enthuse them. Pupils' learning is enriched with planned activities, including Chinese dragon dancing and outdoor exploration.

A range of clubs and trips develop pupils' interests and talents. Pupils have opportunities to reflect on their beliefs in assemblies and 'take 5' time. Additional opportunities, such as being a line monitor or lunchtime monitor, promote pupils' sense of responsibility.

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

Children get off to a flying start in the early years at Nettleworth Infant and Nursery School. Staff know the children well. They adapt their teaching to suit the needs of the children.

There are well-established routines for learning and behaviour. Children understand these, and are happy and confident learners. They are sensitively supported in developing their understanding of sharing and turn-taking.

Children play well together and develop strong friendships from an early age.

In most subjects, leaders have considered what pupils will learn and the order in which they will learn it. A child's learning journey is mapped out from Nursery to the end of Year 2.

Pupils' learning builds on what they already know and towards what they will learn next. In the early years and beyond, the importance of developing pupils' vocabulary is a whole-school priority. In a small number of subjects, the curriculum is new and in the early stages of being introduced.

In these subjects, leaders have not fully identified the precise knowledge that they want pupils to learn over time. Leaders have not had the opportunity to check how well the curriculum is being delivered.

A love of reading builds swiftly from the moment children join the early years.

Leaders select exciting books that pupils can vote to listen to and read. In phonics lessons, staff help pupils to learn the letters and sounds that they need to know to read with confidence. When pupils need extra help, they get this straightaway, meaning they do not fall behind.

Pupils have positive attitudes to reading. They discuss their favourite books with enthusiasm.

Pupils with special educational needs and/or disabilities (SEND) access their learning alongside their peers.

Teachers know these pupils well. Pupils are well supported in class and in one-to-one sessions. Teachers consider the needs of the pupils when they plan learning activities.

However, some pupils' individual targets are too broad. Leaders have not identified the precise targets that they want pupils to achieve. The systems to review and check pupils' achievements are not fully established.

This means that some pupils with SEND are not achieving as well as they could.

Pupils are eager to learn, and behave well in lessons. Staff are quick to notice positive behaviour.

Learning behaviours are encouraged and celebrated through the school's 'superhero learning powers'. For example, pupils are rewarded when they are a 'teamwork ninja' or 'courageous commander'.

Pupils understand why it is important to respect people's differences.

They speak with respect when discussing different families and faiths. Pupils talk with pride about how friendly their school is. Pupils know how to keep safe and have an appropriate understanding of online safety.

Pupils enjoy taking on responsibilities in school. The 'million dreams week' helped pupils to think about achieving their dreams and about who inspires them.

School leaders are determined to make sure that every pupil does as well as possible.

Governors understand the school well. They are dedicated to the school and proud of what has been achieved over the years. They work closely with leaders to make further improvements to school life.

Staff work as a team and are proud to work at Nettleworth. Leaders are considerate of teachers' workload and the well-being of all staff.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know pupils and their families well. Safeguarding is everyone's top priority. The safeguarding team members are knowledgeable and carry out their roles well.

Leaders organise regular training for staff. Staff know how to spot concerns. They know what to do if they are worried about a pupil's welfare.

Leaders work well with external agencies to secure additional support if required. Governors make regular checks on safeguarding procedures. They complete robust checks when recruiting new staff to the school.

In lessons and assemblies, pupils learn about how to stay safe both in school and beyond the school gate.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have reviewed the curriculum to make sure that it sequences the knowledge and skills that pupils will gain. In a minority of subjects, this knowledge is less precisely identified.

Some subject leaders have not yet had the opportunity to be able to check the implementation and impact of their subjects effectively. They are, therefore, unsure as to how well the curriculum is being implemented and the impact it is having. Leaders should ensure that subject leaders identify the precise knowledge that they want pupils to learn, and check the implementation and impact of the curriculum on pupils' ability to know and remember more over time.

• Individual targets for some pupils with SEND are too broad. They do not identify exactly what pupils need to do to further progress with their learning. Leaders must ensure that pupils with SEND have targets that are matched more precisely to their needs, and regularly reviewed and checked, so that pupils with SEND achieve as well as they could.

Also at this postcode