Wadsworth Fields Primary School

Wadsworth Fields Primary School Wadsworth Road, Stapleford, Nottingham, NG9 8BD

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Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Children in the Early Years Foundation Stage make good progress from their below- average starting point.  Pupils continue to make good progress throughout the school and, by the time they leave in Year 6, attainment is average in English and above average in mathematics.  Teaching is good overall and some is outstanding.  Pupils are keen to learn, and relationships with one another, teachers and teaching assistants are very positive.  Behaviour is good. In some lessons, it is exemplary.  Pupils feel safe and appreciate how well they are cared for.  The headteacher and leadership team have been effective in maintaining good teaching and in raising pupils’ attainment.  Good governance provides effective challenge and support.  Links with parents and attendance have both improved significantly since the previous inspection.

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It is not yet an outstanding school because

 In some lessons, the pace of learning is too slow and work lacks sufficient challenge.  Not all teachers give helpful feedback when they mark pupils’ work. When advice is given about pupils’ next steps in learning, it often goes unheeded.  Although achievement in writing is improving, it is not yet good in all years. Some pupils are unsure of their targets and there are not enough opportunities to practise writing in the subjects they study.

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Information about this inspection

 The inspectors observed 20 lessons, including three joint observations with the headteacher.  They held discussions with the headteacher and senior leadership team, staff, parents and carers, a representative from the local authority, the Chair of the governing body and two groups of pupils.  The inspectors took account of the 65 responses to the online survey (Parent View) and the findings of the school’s own survey.  Questionnaire responses from 27 staff were analysed.  The inspectors looked at teachers’ planning, samples of pupils’ work, information on pupils’ achievement, governing body minutes, school policies, and a range of improvement planning and safeguarding procedures.

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Inspection team

Lynn Brewster, Lead inspector Additional Inspector Faheem Chishti Additional Inspector Patrick Cook Additional Inspector

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Information about this school

 This is a larger than average-sized primary school.  Most pupils are White British.  The proportion of pupils for whom the school receives the pupil premium (additional funding for particular groups, including those known to be eligible for free school meals) is average.  The proportion of disabled pupils and those who have special educational needs supported through school action or school action plus, is average. The proportion supported by a statement of special educational needs is well below average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

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What does the school need to do to improve further?

 Increase the proportion of outstanding teaching by:  ensuring that the pace of teaching and learning, and the activities provided within lessons, provide suitable challenge for every pupil  developing feedback in marking so that pupils know how to improve their work and provide time for them to respond appropriately to advice.

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What does the school need to do to improve further?

 Raise achievement in writing by:  making sure that all pupils capable of reaching the highest levels are given sufficiently challenging writing tasks  ensuring that pupils know their targets  extending the opportunities for pupils to use their writing skills in the subjects they study.

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The achievement of pupils is good

 Children start in the Nursery with knowledge and skills that are typically below those expected for their age. They make good progress. Most transfer to Year 1 having achieved the expected levels of development and are well prepared for the next stage in their learning.

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The achievement of pupils is good

 Pupils make good progress and achieve well in Key Stage 1. In the 2012 tests in reading and writing, standards were broadly average. In mathematics standards were the equivalent of around six months ahead of those seen nationally. An average proportion of pupils in Year 1 achieved the expected standard in the national reading check.

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The achievement of pupils is good

 Standards in reading are improving due to the systematic teaching of phonics (the link between letters and the sounds they make). Pupils enjoy reading and most get plenty of practice in reading at school and at home. Writing is improving but some pupils capable of reaching the higher Level 3 are not always challenged enough by the writing tasks they are set.

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The achievement of pupils is good

 Pupils achieve well in Key Stage 2 and, in mathematics, many pupils make outstanding progress. In 2012, standards overall were above average but weaker in writing than reading.

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The achievement of pupils is good

 Current standards are rising in writing, with the work in most pupils’ books showing clear improvement due to the school’s effective actions. The school’s checking of progress is thorough and any underachievement is addressed swiftly, with pupils supported by effective teaching and additional resources. Almost all pupils in the current Year 6 are on track to make at least two levels progress in reading, writing and mathematics by the time they leave school.

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The achievement of pupils is good

 There is good support for different groups of pupils, including disabled pupils and those who have special educational needs, who make progress equal to other pupils. In 2012, the attainment of pupils known to be eligible for free school meals was a long way behind their classmates. They were the equivalent of around five terms behind in English and more than two years behind in mathematics. However, the gap in achievement is closing rapidly due to the close tracking of pupils’ progress and putting swiftly in place what is needed to help these pupils do their best.

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The quality of teaching is good

 Teaching is good and there were several lessons observed that were outstanding, particularly in mathematics.

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The quality of teaching is good

 In one example in mathematics, pupils in Years 2 and 3 found that there were a number of ways to solve a problem through trial and error, and were able to track their progress on a class wall chart. In another mathematics lesson, in Year 6, all pupils were engrossed in using their knowledge of rotation, reflection and translation to rearrange furniture on a diagram of a room. The care taken by the teachers in planning for different ability groups resulted in swift progress being made by everyone.

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The quality of teaching is good

 Where teaching is most effective, teachers’ expectations are high and interesting activities are typically matched well to the range of pupils’ needs and abilities. Where teaching enables the very best learning, the progress of all groups of pupils is thoroughly checked, with skilful questioning helping pupils to deepen their knowledge and understanding.  Pupils’ presentation is generally of a good standard with the majority showing pride in their work.

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The quality of teaching is good

 Teachers work well with teaching assistants to ensure that pupils who need extra support make good progress, particularly with reading and writing tasks. Pupils with particular needs benefit from their expert guidance, are fully included in all activities and, as a result, are successful in their learning.

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The quality of teaching is good

 The support that children new to the school in Nursery receive, in terms of expected behaviour and routines, the progress they make and the care they receive, sets the scene well for the rest of their time at the school.

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The quality of teaching is good

 Although marking is up-to-date, feedback to pupils is not always clear about how they can improve and there is little time made available for pupils to respond to advice when it is given. This means that opportunities are missed to address misunderstandings. Targets help pupils aim high, but not all pupils are sure of their targets in writing.

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The quality of teaching is good

 Occasionally, the work set for more-able pupils in writing lacks challenge and opportunities are missed to promote independent working.

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The quality of teaching is good

 Sometimes, teachers spend too long talking and the pupils spend too long sitting inactively before getting on with their work. This slows the pace of learning and opportunities are missed for pupils’ independent learning.

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The behaviour and safety of pupils are good

 Pupils’ attitudes to learning are very positive. They are keen to please their teachers and try hard to complete the tasks they are set.

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The behaviour and safety of pupils are good

 Pupils are polite, helpful and eager to please. They take on responsibilities, such as participating in the school council, running their own clubs at lunchtime or volunteering to help in a range of different ways. By the time they leave Year 6, pupils are well-mannered, calm and confident young citizens, ready for the next stage of their education.

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The behaviour and safety of pupils are good

 Relationships are strong. Pupils work well together and support each other throughout activities.

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The behaviour and safety of pupils are good

 Attendance has improved since the last inspection and is above average.

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The behaviour and safety of pupils are good

 From Nursery onwards, behaviour in lessons is consistently good or better. There are examples, particularly during activities such as themed weeks, school visits and club activities, where behaviour is exemplary.

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The behaviour and safety of pupils are good

 Teachers and other adults manage behaviour well, in and out of lessons, and the school’s behaviour policy is applied consistently throughout the school. Sensitive and appropriate support by adults is available for the small minority of children for whom good behaviour is occasionally a challenge. Pupils say they feel safe, are safety conscious and know how to keep safe.

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The behaviour and safety of pupils are good

 Pupils are alert to all forms of bullying but do not regard it as a problem. On the rare occasion when bullying does occur, it is dealt with effectively. The school’s Year 6 ‘Playground Peacemakers’ play an important role in talking through any potential conflicts that occur outside lessons.  Pupils enjoy their lessons and are eager to talk about their learning. Occasionally, when they spend too long listening to instructions at the start of lessons, some become restless.

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The behaviour and safety of pupils are good

 A small minority of parents raised concerns about how the school deals with bullying. The school’s behaviour log shows incidents managed positively and reducing over time. The positive views of the large majority of parents were reflected in the comment: ‘At Wadsworth, children can be themselves. You feel like they are looking after their best welfare.’

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The leadership and management are good

 The headteacher and senior leaders guide the school well. Standards are rising, with parental engagement and attendance, judged satisfactory in the last inspection, now both good. Leaders are ambitious for pupils to succeed, and pupils’ progress is tracked systematically, with regular checks made on the quality of teaching to ensure good outcomes.

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The leadership and management are good

 The school’s accurate self-evaluation identifies where further improvement is required; for example, in writing. Approaches to tackling weaknesses are proving effective and show the school’s strong capacity to improve further.

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The leadership and management are good

 The headteacher is a Local Leader in Education and is involved in several partnerships locally and further afield which benefit the school and its pupils. For example, newly qualified teachers are linked with experienced teachers and given time, training and the benefit of a mentor as they develop confidence and competence.

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The leadership and management are good

 Leaders’ focus is clearly on raising teaching from good to outstanding through regular checks on teachers’ performance and setting demanding targets. Staff morale is high. Staff questionnaire responses show overwhelming support in all areas, indicating a strong team identity.

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The leadership and management are good

 Information about how well pupils are achieving is analysed well and used to plan for pupils who would benefit from additional support. The new progress-tracking system being introduced promises to streamline this process still further.

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The leadership and management are good

 The local authority holds the leadership and management of the school in high regard and provides only light touch support due to their policy of providing wider assistance to schools that need it most.

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The leadership and management are good

 The curriculum is themed around the interests of the pupils and provides breadth, balance and promotes good behaviour. Many opportunities exist for pupils to take part in a range of enrichment activities, including art, music, dance, sport and gardening, as well as residential visits and school trips that complement their learning. Spiritual, moral social and cultural opportunities provided by the school contribute well to pupils’ overall education.

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The leadership and management are good

 Parents’ survey responses show that they are overwhelmingly positive about the school’s leadership and management.  The governance of the school:  Governors have a clear view of the school, its strengths and the areas for development. They know the school well and take on areas of responsibility according to interest and expertise, providing good strategic and academic support and challenge in holding the school to account. The management of the headteacher’s performance is effective. The training and development needs for leaders and the governing body support the school improvement planning process. Governors ensure that teachers’ pay is linked to performance and they are instrumental in keeping a close check on pupil premium funding and its impact on achievement through regular update meetings with the senior leadership team. Governors ensure that all procedures and practices in respect of safeguarding at the school are met.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 135458 Local authority Nottinghamshire Inspection number 412913

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 293 Appropriate authority The governing body Chair Simon Hunt Headteacher Sally Bates Date of previous school inspection 10 February 2010 Telephone number 0115 9496720 Fax number 0115 9496728 Email address sallybates@wadsworth.notts.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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