Newstead Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders are ambitious for pupils at Newstead to do well. Pupils are encouraged to 'Aim High'.

The school's 'Ethos Tree' sets the values and attitudes for all pupils to follow, so that they can be successful learners and citizens.

Adults know pupils well and make sure that they get the right support. Pupils speak positively about the care they receive.

Typically, one pupil told inspectors, 'Your teachers are like your mum and dad. Everyone is very kind.'

Pupils are friendly and polite.

They listen well to their teachers and to each other. Pupils remember to say please and thank you in the lunch hall. They co-operate well on the playground....r/>
Pupils are sensible and respectful when doing their daily breathing exercises. They value these sessions and see how they benefit from them, since the sessions 'help us calm down after breaks and concentrate.'

Staff have high expectations of behaviour.

Pupils know what bullying is and how to report it. Pupils are confident that staff deal quickly with any issues. A typical view was: 'Whenever anyone feels upset, the teachers sort any problems out and you're always happy after that.'



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

The curriculum has been designed around the school's 'Aim High' motto. In most subjects, it is very clear what pupils need to know and when they are expected to know it. As a result, pupils build their knowledge in these subjects over time.

However, in some other subjects, leaders have not set out step-by-step the important knowledge that pupils need.

Children in the early years benefit from listening to stories, joining in with rhymes and having conversations with adults. Phonics is taught in a systematic way.

Adults make regular checks on the letters and sounds that children know. Leaders have ensured that staff are well trained in how to teach children to read. Staff use this knowledge to provide precise support for children at risk of falling behind.

There is a consistent approach to the teaching of reading. Pupils are given books to read that match their knowledge of phonics. They use their phonic skills well to sound out unfamiliar words.

Staff show pupils how to read fluently.

Pupils enjoy mathematics. They benefit from a well-planned curriculum in this subject.

Teachers revisit what pupils have previously learned. They check that pupils do not have any misconceptions. Teachers provide daily recall and assessment activities at the beginning and end of lessons.

These help pupils understand and remember what they are taught. Teachers select resources well to support learning. For example, some pupils use dice, counters and number fans effectively to assist their counting and calculations.

Pupils with special educational needs and/or disabilities (SEND) are supported well. Leaders identify pupils with additional needs quickly. Pupils with SEND receive effective extra support that is closely matched to their needs.

This means that they access the same curriculum as their peers. Leaders ensure that the support that has been planned is what pupils receive in the classroom.

Classrooms are calm, orderly places to learn.

In the early years, children are taught the routines and expectations for learning. Pupils know the school's rules and what is expected of them.

Some pupils do not attend as regularly as they need to.

Missing so much school means it is harder for these pupils to gain the knowledge and skills that they need.

Pupils learn about the Newstead 'Ethos Tree'. This teaches pupils the importance of having deep roots of happiness, health, safety, well-being and security to grow.

Leaders ensure that pupils develop an understanding of their local community and its history. Pupils access a range of clubs to nurture their wider interests and talents. They learn about different types of relationships and healthy lifestyles.

Pupils know how to keep themselves safe online. However, some pupils do not have a clear understanding of British values or why these are important. Some pupils' knowledge of world faiths is limited.

Consequently, they are not as prepared for living in modern Britain as they could be.

Governors have a clear and detailed understanding of the school's strengths and areas for development. Governors want all pupils to achieve their best.

They support and challenge leaders to improve the quality of education that pupils receive. Governors are aware of their statutory duties. They ensure that disadvantaged pupils benefit from the additional funding available.

Staff receive training to improve their subject knowledge and teaching skills. They feel supported by leaders. Staff appreciate the consideration given to their workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know pupils and their families well. Staff record and report concerns about pupils' welfare promptly.

The school ensures vulnerable pupils receive the support they need. Leaders provide safeguarding training and updates for staff. Recruitment checks are thorough.

Governors check that the school's safeguarding procedures are effective.

Pupils learn about healthy relationships, online safety and how to be safe in the community. Pupils know they can talk to adults in school if they have a problem.

Pupils typically say, 'The teachers check that we are safe. They are pleased to see us, and it makes us happy.'

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Senior leaders have focused on designing and implementing a well-sequenced curriculum in the majority of subjects.

Nevertheless, in some subjects, leaders are still refining the curriculum to make it clear what they expect pupils to know as they move through the school. Leaders should prioritise finalising the curriculum so that it is clear to staff the precise knowledge that they want pupils to acquire in each subject and across the curriculum. This will enable pupils to make meaningful connections in their learning to deepen their understanding.

It is clear from leaders' actions that they are in the process of reviewing the curriculum within their identified timescale. For this reason, the transitional arrangements have been applied. ? Leaders aim to promote pupils' understanding of fundamental British values through the taught and wider curriculum.

However, pupils' recall is not always as clear about some aspects of fundamental British values as it could be. This also applies to their knowledge of different faiths. Leaders should ensure that pupils develop a deep understanding of British values and world faiths, appropriate to their age.

• Governors and senior leaders have worked closely with parents and carers to try and ensure that pupils are attending school following the three periods of national lockdown during the pandemic. However, the rate of persistent absence remains stubbornly too high for some pupils. Leaders should review the approaches they are taking to ensure that all pupils attend school as often as they should.