Model Village Primary School

Inspection of a school judged Good for overall effectiveness before September 2024: Model Village Primary School Central Drive, Shirebrook, Mansfield, Nottinghamshire NG20 8BQ

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Outcome

Model Village Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The principal of this school is Jemma Slater. This school is part of TEAM Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sarah Baker, and overseen by a board of trustees, chaired by Ian Richard Lowe.

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What is it like to attend this school?

Model Village Primary School is an inclusive and welcoming place in which to learn. Pupils appreciate the caring staff who always want the best for them. Pupils are happy and feel safe.

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What is it like to attend this school?

The school is aspirational for all its pupils. They study a wide range of interesting topics and books that enthuse them to learn new and ambitious vocabulary. They enjoy the enriching experiences the school provides. These include visiting an art gallery, meeting authors and sports people, and representing the school at sporting and arts events. These help to nurture pupils’ interests and talents.

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What is it like to attend this school?

Pupils behave well and want to ‘be the best we can be’. They strive to follow the school’s ‘gold standard’. For instance, they show kindness, and work together to solve problems. For those who may find this more challenging, staff provide sensitive and constructive support. Pupils are proud to receive a ‘star of the week’ award or share their achievements in the weekly celebration assemblies. They relish taking on roles such as running the healthy tuck shop and being school kindness champions.

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What is it like to attend this school?

Parents and carers appreciate the actions the school takes to improve. This gives them confidence that their children are doing well at this school. 5 and 6 November 2024

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

The school is ambitious for every child to receive the best possible education. There have been many staff changes during the past year. The school has worked alongside the trust to ensure that it continues to improve. This has included support to boost the capacity of the hardworking staff team.

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

Pupils learn from an engaging curriculum that covers a broad range of subjects. The school has identified the important knowledge that pupils need to know in all subjects. Changes to responsibilities, due to staff changes, have disrupted some checks on what is working well and what needs to change. In some foundation subjects, the school is not providing the precise support that staff need to teach these subjects consistently well. As a result, pupils do not achieve as highly as they could in some subjects.

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

Reading is prioritised. Phonics is taught well right from the start, so that children become confident readers. From the Nursery classes to Year 6, pupils experience a wide range of texts, including poetry books, stories and non-fiction titles. Texts often link to topics from other subjects. Pupils are becoming confident readers who can talk about the books they study and enjoy.

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

The school ensures that pupils learn challenging vocabulary across all phases and subjects. This starts with communication and language being threaded through everything, from the moment children join nursery. Pupils’ confidence to use increasingly sophisticated language in their spoken and written explanations builds as they move through the school. This benefits all pupils, but particularly pupils who speak English as an additional language. The mathematics curriculum is well sequenced from early years to Year 6. Teachers use knowledge well to enable them to spot and address any misconceptions quickly. Consequently, pupils are progressing well through the mathematics curriculum, building their knowledge and understanding effectively.

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

The school takes seriously its role in providing an inclusive learning environment for all its pupils. The school provides sensitive support to help pupils with special educational needs and/or disabilities ( SEND) be ready to learn alongside their peers. Pupils at risk of falling behind receive extra help with their learning. However, the school does not yet check that this is as precise as it could be, to ensure pupils do as well as they can academically.

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

Pupils’ well-being is given the highest priority. Across the whole school, they learn about the importance of healthy choices. This includes building healthy habits across early years classes and beyond. Pupils learn about different faiths. They have a clear understanding of right and wrong. Pupils have an age-appropriate understanding of different families and relationships by the time they leave the school.

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

There is a calm and purposeful environment across the school. The school sets clear expectations. Learning is rarely disrupted. Pupils’ attitudes to their learning are positive. This builds on excellent routines in the early years, where children get off to a strong 5 and 6 November 2024

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start. The school provides careful support to help families ensure their children can thrive at school. The school is highly proactive in challenging and supporting those whose attendance needs to improve. Their evaluation of this work provides assurance that their actions are effective.

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Staff are proud to work at Model Village Primary School. They appreciate being part of TEAM Education Trust, because of the collaborative approach and opportunities to develop across the trust. Staff appreciate the consideration given to their well-being, particularly during recent changes.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some foundation subjects, the school does not have a full understanding of what is going well and what requires further development. This means the school does not have a precise understanding of the support that teachers need to teach all subjects consistently well. The school should ensure that teachers receive effective support to teach the curriculum well, so that pupils achieve as highly as they can in all subjects.  Some disadvantaged pupils do not receive the precise support they need to address gaps in their learning as quickly as they might. Consequently, they do not make as much progress as they could. The school should ensure that those pupils who require it receive precise support, so they achieve the best they can.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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, 5 and 6 November 2024

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behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the second ungraded inspection since we judged the predecessor school, Model Village Primary School, to be good for overall effectiveness in February 2013.

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How can I feed back my views?

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 special educational needs and/or disabilities (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). 5 and 6 November 2024

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School details

Website www.modelvillage.teameducation.org

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of the TEAM Education Trust.  Model Village Primary School converted to become an academy in June 2020. When its predecessor school, Model Village Primary School, was last inspected by Ofsted, it was judged to be good for overall effectiveness.  The current principal and deputy principal took up their posts in April 2024.  There have been a number of staff changes, including to a number of key leadership roles.  The school provides education for two-year-old children within the Mini Models provision.  The school runs a breakfast club for its pupils.  The school does not use any alternative provision. 5 and 6 November 2024

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with the principal, vice-principal and a range of other staff . She also met with the CEO, and other trust leaders, and spoke with the chair of the trust and the chair of the local governing body.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. She also heard some pupils read with a familiar adult.  The inspector observed pupils’ behaviour in lessons and around the school site during playtimes.  The inspector looked at a range of documents, including leaders’ priorities for improvement.

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Information about this inspection

 To evaluate the effectiveness of safeguarding, the inspector: 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.  The views of pupils, parents and staff were gathered through discussions, and responses to Ofsted’s surveys were considered.

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Inspection team

Mandy Wilding, lead inspector Ofsted Inspector 5 and 6 November 2024

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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 children looked after, safeguarding and child protection.

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