Radcliffe-on-Trent Infant and Nursery School

Highlights from Latest Inspection

Outcome

Radcliffe-on-Trent Infant and Nursery School continues to be a good school.

What is it like to attend this school?

This is a happy, vibrant and welcoming school.

Pupils feel safe.

The school is ambitious for all pupils. Staff have high expectations of what they want all pupils to achieve.

They help pupils to become confident and motivated learners. Pupils have positive attitudes to their learning because staff ensure that lessons are interesting. Pupils can confidently discuss what they have learned.

They achieve well.

Pupils value the range of clubs, such as the choir, clay creators and basketball. They have opportunities to take responsibility ...in leadership roles, such as eco-council members and play champions.

Many parents and carers are supportive of the school and would recommend it to others. One parent, typical of many, said, 'They genuinely care about the children here.' The school's positive ethos ensures that pupils are respectful and courteous.

The school has 'rainbow values' that provide a common approach to positive attitudes for everyone. They are the golden threads of school life. The school encourages reflection and thinking time about its values.

Pupils are clear about what the values mean. As one pupil put it, 'The school doesn't need behaviour rules because it has its rainbow values.'

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

Children make a good start to their education in the early years.

Adults have high expectations and encourage children to be independent and resourceful. The curriculum provides a broad range of opportunities for children to develop their communication skills. Staff make sure books, and a love of reading, are prioritised right from the start of children's time in school.

The school is ambitious that all pupils will learn to read well. This starts with children developing their understanding of the foundations of language and communication as soon as they start school in the early years. Knowledgeable staff consistently use effective strategies to teach pupils to read.

Pupils respond well to the activities staff provide as they learn new letter sounds. They quickly become accurate readers. Pupils at risk of falling behind their peers are promptly identified and receive the help they need to learn to read.

The school encourages pupils to read widely. Pupils describe in detail the broad range of books and authors that they enjoy.

The school has set out a broad and ambitious curriculum for all pupils.

Pupils enjoy learning and demonstrating what they can remember about previous learning. They accurately use subject-specific vocabulary. Pupils confidently share their knowledge about significant figures that inspire them in history and art.

The school itself is a vibrant gallery of pupils' quality artwork. Pupils are rightly proud of these achievements.

Staff have good subject knowledge, which helps them to share important knowledge with pupils clearly.

They are ambitious in what they want pupils to achieve. Staff provide pupils with work matched precisely to their understanding. Teachers adapt lessons for pupils with special educational needs and/or disabilities (SEND).

For example, practical activities and vocabulary prompts in mathematics help pupils with SEND to access the curriculum alongside their peers. Staff's support ensures that these pupils achieve as well as they can.

Staff regularly check pupils' understanding.

Occasionally, staff do not identify all pupils' misconceptions. This means that, in some instances, pupils leave lessons with some misunderstandings about key knowledge that they should have learned.

Pupils respond well to the school's high expectations of behaviour.

The school provides a selection of outdoor, adventurous play opportunities at breaktimes. Pupils are trusted to use large equipment such as tyres and wood to create dens and assault courses. They are sensible and develop an understanding of appropriate risk taking.

Pupils thrive in terms of their confidence. They develop teamwork and problem-solving skills.

The school successfully encourages pupils to attend well.

There is a secure understanding of the potential barriers to pupils' attending school. Families and pupils receive the support they need to overcome these barriers.

The school ensures that pupils' wider development is nurtured.

Pupils learn about a wide range of topical issues. For example, as part of 'World Heritage Day', pupils celebrate people from different cultural backgrounds. The school supports pupils to understand and respect different religions and beliefs.

Pupils are taught about being healthy. They understand that actions such as going for a walk or listening to music can be calming.

Governors know the school well.

They understand their statutory responsibilities. They check on school improvements. Governors are mindful of staff's workload and well-being.

Staff feel well supported by all leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, staff do not identify pupils' misconceptions or errors in lessons.

This means pupils may sometimes have some misunderstandings that have not been addressed. The school should ensure that staff have the expertise to make accurate and timely checks on pupils' learning so that any misconceptions are corrected.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in September 2014.

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