Old Basford School

Highlights from Latest Inspection

What is it like to attend this school?

The comment of one parent, 'Old Basford School is like a home from home for my children,' is typical of the views of the majority of parents and carers who responded to surveys or who spoke to the inspectors.

Pupils are kind, caring and inclusive towards each other. They behave well at the school. Staff model the kindness and respect they expect pupils to show.

Pupils say that they feel safe. They know the staff will look after them and help them to learn. Pupils enjoy attending the school.

Relationships between staff and pupils are very positive. Pupils are keen to follow the 'PROUD' rules and work hard to please their teachers.

The school has high ...expectations for all pupils.

Staff are passionate about the school values driving everything they do. Their determination to ensure that 'opportunities bring success' is evident throughout the school. Pupils are challenged to make the most of the opportunities available to them through their 'mission possible' programme.

They enjoy the many activities, clubs and events that develop their interests and talents. Starting from the excellent early years provision, pupils are supported to become confident learners.

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

Children get off to a great start in the early years classes.

The school has created a purposeful atmosphere where children can thrive as learners. They enjoy carefully planned, adult-led sessions, as well as independent learning, in a wonderfully rich and vibrant environment.

Reading is prioritised by ensuring that pupils read regularly.

Younger pupils have daily phonics lessons taught by well-trained staff. This allows most pupils to become accurate and fluent readers. A few older pupils still struggle with reading.

Staff provide timely support to help these pupils become confident readers.

The school's curriculum is on a journey. Many subject curriculums are ambitious and carefully planned.

In the subjects that are well developed, there is careful thought given to what important knowledge and skills pupils need to learn and when. For example, in art, pupils develop their understanding of shading through regular practice until they are confident to apply this skill to a drawing. However, in some subjects, it is not always made clear to pupils what the important knowledge is that they need to focus on.

Pupils do not always remember the main thing that they should have learned.

Teachers recap on previous learning at the start of lessons and use questions to check that pupils understand what they are learning. Most of the time, this helps teachers to identify what pupils know and what they still need to learn.

Teachers use their good subject knowledge to present information clearly and engage pupils in interesting learning activities. Pupils work hard to complete the tasks teachers give them. As a result, in most subjects, pupils are remembering more and growing in confidence as learners.

The school is ambitious for all pupils. Staff know individual pupils well. They are quick to identify any pupils who may be struggling.

Pupils also benefit from mental health support to help them become more emotionally resilient.

The school has effective systems in place to identify and assess pupils with special educational needs and/or disabilities (SEND) so that they can access the full curriculum. Staff receive information about these pupils' needs through 'provision maps'.

These do not always contain the precise information and targets staff need to know. As a result, not all staff understand the best ways to support these pupils in their learning.

Most pupils follow the school's PROUD rules.

They appreciate the boundaries and routines that staff provide. They enjoy being in school and, as a result, attend well. There is effective support in place for the families who struggle to meet the school's high expectations for attendance.

The school provides a wealth of opportunities for pupils to build their character. They engage in charitable and community activities. Pupils relish the responsibilities they are given in school, such as being a 'reading champion' or an 'amigo' for a younger child.

Pupils benefit from a range of trips and visits that broaden their understanding of the world around them. The school values of inclusion and respect prepare pupils well for life in modern Britain.

The school is well led.

Leaders have ensured that how well pupils learn in their different subjects is more positive than previous published outcomes would indicate. Governors understand their role and carry out their duties effectively. Staff say that they feel valued and cared for and that their workload is carefully considered throughout the year.

They are happy and proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some lessons, pupils do not receive opportunities to learn the key knowledge that they should.

When this is the case, this can limit how well pupils remember and understand what they are learning. The school should ensure that all lessons provide pupils with opportunities to focus on the important knowledge that they need to learn, so that pupils are able to know and remember more of that key information, and so develop secure understanding over time. Some pupils with SEND are not supported in lessons as well as they could be.

Teachers do not have sufficient information to provide some of these pupils with effective support. As a result, these pupils' needs are not always well met. The school should ensure that teachers have the necessary information, knowledge and skills to make sure these pupils get the help they need to be successful.