Larkfields Junior School

Inspection of Larkfields Junior School Coronation Road, Nuthall, Nottingham, Nottinghamshire NG16 1EP

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Inspection dates: 13 and 14 December 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 13 and 14 December 2023

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What is it like to attend this school?

Larkfields Junior School is a caring and inclusive school. The school has high expectations of all pupils. Pupils behave well. They understand and apply the school’s ‘Take Care’ values consistently well. Pupils are happy at school. They enjoy learning. Relationships between staff and pupils are positive.

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What is it like to attend this school?

The school is calm and orderly. Pupils get along well with one another. They are polite and well mannered. Many enjoy playing sports and games together at playtime. Most pupils think that staff are fair when dealing with any behaviour issues. Pupils say that bullying hardly happens. They know staff will deal with any bullying if it did occur.

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What is it like to attend this school?

Pupils feel safe in school. They know how to keep themselves safe when online. The school provides effective support for pupils’ well-being. Many pupils go to the school’s ‘Place2talk’ service if they need to talk about any worries they may have.

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What is it like to attend this school?

Pupils embrace having leadership responsibilities in school. Pupils take on roles such as ‘take care reps’, ‘sports crew’ and reading ambassadors. The school provides a range of extra-curricular clubs to nurture pupils’ talents and interests. For example, many pupils attend chess club, football, ‘magical maths’ and ‘young voices’.

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better?

The school has designed an ambitious and inclusive curriculum for all pupils. The curriculum is underpinned by the school’s six ‘key drivers’. These help pupils practise being an independent learner, a creative thinker, a team worker, an effective participator, a self-manager and a reflective learner.

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better?

In most subjects, the curriculum is well planned and details what pupils should learn and when. This helps teachers to deliver the curriculum well in most subjects. In a few foundation subjects, the school’s curriculum planning is not as precise. This means that pupils do not always successfully build on what they have learned in these subjects over time.

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better?

Teachers have good subject knowledge. They present new information clearly. Teachers question pupils well to check their understanding. Teachers select well- considered activities in lessons to support pupils’ learning. This means that most pupils are clear about what they are learning and why. For example, in mathematics pupils confidently recall their learning and how it builds on what they have learned previously. In English, pupils’ work shows that they understand how to use punctuation and grammar correctly. The quality of pupils’ writing is not consistently well developed in all subjects. Pupils do not always get opportunities to develop detailed written responses. This means that some pupils do not develop their writing skills well. As a result, pupils do not always achieve as well in this aspect of their learning. 13 and 14 December 2023

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The school has prioritised reading. Pupils read at the start of each day and have regular reading lessons. Teachers also read stories to pupils every day. This helps most pupils to develop a love of reading. The school supports pupils who are at the early stage of learning to read well. These pupils receive daily support from well- trained staff. As a result, they quickly and successfully develop fluency and confidence in reading.

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The school ensures that pupils with special educational needs and/or disabilities (SEND) get the help they need. All staff have the information they need to help these pupils. Teachers adapt learning activities well so that these pupils access the same curriculum as their peers. This means that pupils with SEND learn successfully alongside other pupils.

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Pupils behave well in lessons. Staff regularly reward pupils for ‘doing the right thing’. The school works well with pupils who need extra support to manage their behaviour. This work helps these pupils to develop positive attitudes to learning.

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The school has planned well for pupils’ personal development. Pupils learn about healthy eating, different types of relationships and how to look after their mental health and well-being. They learn about different religious beliefs and cultures. Pupils understand the importance of fundamental British values, including tolerance and respect for others. Pupils get high-quality pastoral care.

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Staff enjoy working at the school. They feel well supported. Governors know the school well. They actively support the school so that it continues to build on its strengths.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few foundation subjects, the school has not yet precisely identified the important knowledge that pupils need to learn and remember. This means that pupils do not always build on what they have learned and develop their knowledge well over time in these subjects. The school needs to ensure that all subjects clearly identify the knowledge that pupils should learn and when.  The quality of pupils’ writing is not consistently well developed in all subjects. Pupils do not always get opportunities to develop detailed written responses. This means some pupils do not develop their writing skills well. As a result, some pupils do not always achieve as well in this aspect of their learning. The school should ensure that pupils get opportunities to develop detailed written responses so that they can develop their writing skills. 13 and 14 December 2023

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 13 and 14 December 2023

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School details

Local authority Nottinghamshire County Council

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 6 March 2018, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors met with the headteacher and the deputy headteacher. 13 and 14 December 2023

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 Inspectors carried out deep dives in these subjects: reading, mathematics, English and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum and visited lessons in some other subjects, including computing, physical education and science.  Inspectors visited registration and assembly.  Inspectors met formally and informally with groups of pupils from a range of year groups, including pupils with SEND.  Inspectors considered the responses to Ofsted Parent View, including the free- text responses. Inspectors also considered the responses to Ofsted’s survey for staff.  The lead inspector held a telephone conversation with the representative of the local authority.  The lead inspector met with members of the school’s governing body, including

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Inspection team

Paul Halcro, lead inspector His Majesty’s Inspector

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Inspection team

Martyn Skinner Ofsted Inspector 13 and 14 December 2023

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and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

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