Nunnery Wood Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is a close-knit community and staff know the pupils well.

Pupils feel safe and enjoy coming to school. Pupils are proud of their school. In particular, they are proud of the woodland area because it helps them to learn and explore in the outdoors.

Pupils speak confidently about the school's 12 values, including friendship and perseverance. They say the school values help them with their work and support them to get on with others.

Leaders, governors and trustees have high expectations of staff and pupils.

Leaders have introduced changes across the school that have improved the quality of education. Leaders do not rest on their laurels. The...y are working effectively to improve different aspects of the school, including the curriculum, even further.

In lessons, pupils mostly listen well and focus on their work. They play cooperatively with their friends on the playground. There is a relaxed atmosphere in the dining room, where older pupils help younger children.

Bullying hardly ever happens. Pupils are adamant that staff would deal with any bullying issues quickly.

Parents are positive about the school.

In particular, they value the range of subjects, clubs and activities that their children experience.

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

In all subjects, leaders have thought carefully about the order of learning that pupils will experience from Reception to Year 6. Subject leaders have mapped out the knowledge and skills that pupils will learn within and across year groups.

As a result, teachers know what pupils have learned in the past, what they need to learn now, and what they will be learning in the future. This supports teachers to plan purposeful learning activities. In some subjects, such as computing, leaders have refreshed and redesigned the curriculum to improve pupils' learning experiences.

These changes also support the development of teachers' subject knowledge. As a result, pupils achieve well.

All subject leaders are knowledgeable about the curriculum content in their subject area.

However, in some subjects, the checks that leaders make have been quite light touch or have not happened. As a result, some subject leaders are not as clear about how well the curriculum in their subject area is being delivered, or which areas may require further development.Teachers in early years and across the school have secure subject knowledge in a wide range of subjects.

In most instances, they explain new learning clearly in a step-by-step manner. Teachers focus on what needs to be achieved by the end of the lesson, or a se-ries of lessons. Teachers constantly check pupils' understanding and adapt their approach if required.

Teachers use questioning well to explore pupils' understanding and to deepen pupils' learning.Leaders have made sure that reading is a whole-school priority. A love of reading is promoted well through daily story time slots, recommended reads and reading re-wards.

Pupils' love of books is nurtured from the start of early years until the end of Year 6. Teachers have been well trained to deliver the phonics programme skilfully. Additional phonics lessons are organised for any pupils who fall behind.

Teaching assistants in early years and across the school support a wide range of pu-pils with their learning. At times, they provide one-to-one support, lead group activi-ties, or work across the whole class. However, the quality of their support is varia-ble.

At times, teaching assistants' subject knowledge is not secure. This means that they do not support pupils as well as they could.Wherever possible, pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers.

Leaders identify the needs of pupils with SEND accurately. Teachers consider the needs of pupils with SEND when they plan lessons and activities. At times, some pupils with SEND may need to leave the lesson for a break from their learning or to take part in a group session.

In these instances, there are systems in place to help pupils catch up with missed, essential learning.

Pupils appreciate the range of clubs that are on offer, including dance and dodgeball. Staff organise fundraising events and enterprise days, which pupils enjoy.

Year 6 pupils cannot wait for the annual residential trip. Leaders have created various leadership opportunities for pupils across the school. These include the eco-council and the computing council.

Pupils apply for these positions and burst with pride if they are selected.

Teachers and support staff are proud to work in the school. They value the support they get from leaders and each other.

Teachers work closely with their year-group partner. They say this makes workload more manageable. Staff comment that leaders are considerate of their well-being.

They provided specific examples of how leaders have helped them in difficult times.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have made sure that safeguarding is everyone's top priority.

Leaders and staff do all they can to make sure that pupils are safe. The safeguarding team are knowledgeable and carry out their roles efficiently. They have established systems, which are understood by all staff, to promote a culture of safeguarding across the school.

Staff know what to do if they have a concern about a pupils' welfare because leaders organise regular training. Pupils say they feel safe because the staff and their friends look after them. Pupils have a growing knowledge of online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the checks that subject leaders make on their curriculum area have been light touch or have not happened. As a result, some subject leaders are not clear about how well their subject is being delivered, or which areas may require further development. Leaders should provide subject leaders with the opportunity and support, so that they can make checks on, and further develop, their curriculum area.

• Leaders have not ensured that all teaching assistants have the required subject knowledge to carry out their roles effectively. As a result, there is variability in how well teaching assistants support pupils with their learning. Leaders should provide support and training to develop teaching assistants' subject knowledge, so that they can deliver the curriculum more effectively.