Setting

Nanaki Bajwa Acting Headteacher Nansen Primary School Naseby Road Birmingham West Midlands B8 3HG

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Additional, remote monitoring inspection of Nansen Primary School

Following my remote inspection with Mark Howes, Her Majesty's Inspector (HMI), of your school on 27 and 28 January 2021, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions that have been taken to provide education to all pupils during the current circumstances.

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Additional, remote monitoring inspection of Nansen Primary School

This monitoring inspection was conducted under section 8 (2) of the Education Act 2005 (as amended) and in accordance with Ofsted's published procedures for visiting schools while routine inspections remain temporarily suspended. It was additional to the usual monitoring process for schools that are judged to require special measures.

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Additional, remote monitoring inspection of Nansen Primary School

Following changes to government guidance and the imposition of COVID-19 (coronavirus) lockdown restrictions, this monitoring inspection was carried out remotely. As such, the range of evidence available to inspectors was narrower than would normally be the case during an on-site inspection. As a result, this letter provides a more limited level of assurance than our usual monitoring reports.

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Additional, remote monitoring inspection of Nansen Primary School

The inspection took place because the school was judged to require special measures at its previous section 5 inspection(s). The school was last inspected in September 2019.

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Additional, remote monitoring inspection of Nansen Primary School

Having considered all the evidence and taking into account the impact of COVID-19 on the school, I am of the opinion that at this time:

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Leaders and those responsible for governance are taking effective action

to provide education in the current circumstances. Ofsted

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Leaders and those responsible for governance are taking effective action

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted Leaders and those responsible for governance should take further action to:

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Leaders and those responsible for governance are taking effective action

 complete curriculum planning so that all subjects have the coverage and progression of skills and knowledge.

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Context

 The school transferred to a new sponsor, Leigh Trust, in April 2020. You were seconded from within the trust and became the acting headteacher in October 2019. An education advisory board (EAB) replaced the local governing body in November 2020.

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Context

 During the autumn term 2020, over three quarters of pupils had to be educated remotely. Almost all year groups were affected but Year 6 had the most periods of self-isolation.

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Context

 At the time of this inspection, 96% of pupils were being educated at home. Only a small number of vulnerable pupils and those with special educational needs and/or disabilities (SEND) were attending on site, alongside some children of key workers.

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Context

 At the time of this inspection, leaders were not having to manage significant staff absence. No staff were absent due to COVID-19.

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Main findings

 You have taken action to ensure that pupils working at home or in school can continue their learning. With the support of the trust and government, you have provided digital resources for approximately two thirds of pupils, including the most vulnerable. Further laptops are due to be issued imminently so that more pupils can access the online live lessons teachers provide daily. You have purchased workbooks and provided work packs for pupils who do not currently have technical equipment. Leaders and staff carefully monitor which pupils complete their work and which do not. Staff follow up when pupils are not engaging.

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Main findings

 You told us that the curriculum in place prior to April 2020 was not fit for purpose. As a result, you have elected to restart the planning process. Consequently, plans in some subjects are in their infancy or not yet complete. More work is needed to complete the full cycle of planning so that leaders can assess and review each subject to identify where gaps in pupils’ learning still exist.

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Main findings

 You have made it a priority to focus on reading, writing and mathematics to ensure pupils have the key skills and knowledge in the core subjects, while continuing to develop planning in other subjects. You are making changes to your curriculum plans so that they align with other schools in Leigh Trust.  Leaders have continued to develop the school’s reading provision. New systems and structures have been implemented. All staff have received phonics training and an external consultant provides support and guidance for subject leaders. Pupils continue to have daily teaching, including some live phonics lessons, through remote methods. Staff also call pupils and hear them read over the telephone. Every year group uses a quality text to enhance their comprehension skills and develop their vocabulary. Pupils choose reading books from an online resource and are expected to read daily.

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Main findings

 Only a small number of vulnerable pupils are currently attending school. This is because many parents are still very anxious about COVID-19. Staff set daily work, at the appropriate level, for pupils attending school and those at home. External agencies continue to provide specialist help as needed. The family liaison officer also makes regular contact with pupils and parents and carries out home visits if there are any concerns.

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Main findings

 The leader for SEND is new to role but is being supported by a colleague from within the trust. Staff have received training on how to meet pupils’ individual learning needs. For those pupils with high-level needs, you have encouraged pupils to work on site so that pupils receive direct adult support.

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Main findings

 The EAB comprises of members of the trust and other educational professionals in the local area. They are focusing on the right priorities at this time. To date, members have checked on what provision is being offered remotely and how leaders are monitoring pupil engagement. They have also asked questions about how vulnerable pupils and those with SEND are supported.

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Main findings

 Leigh Trust provide good levels of challenge and support to leaders. The trust has taken effective steps, in difficult circumstances, to stabilise the leadership of the school, improve the curriculum and its delivery, and provide training and improved resources for staff. The trust has also commissioned external support from an English consultant. Reviews of safeguarding and pupil premium have helped leaders pinpoint where further improvement is needed.

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Evidence

This inspection was conducted remotely. Inspectors held meetings with the executive headteacher and acting headteacher and subject leaders. Discussions also took place with the chief executive officer and members of the trust and EAB to discuss leaders’ actions to provide education to all pupils during a national lockdown.

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Evidence

Inspectors also held meetings pupils and staff. They ‘visited’ some online live teaching sessions in a range of subjects for different year groups. Minutes of EAB meetings were evaluated together with samples of medium-term plans in English and mathematics, and short-term plans for Years 2 and 6. I am copying this letter to the chair of the EAB, the chief executive officer of the Leigh multi-academy trust, the regional schools commissioner and the director of children’s services for Birmingham. This letter will be published on the Ofsted website.

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