Mapplewells Primary and Nursery School

Inspection of Mapplewells Primary and Nursery School Henning Lane, Sutton-in-Ashfield, Nottinghamshire NG17 1HU

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Inspection dates: 28 and 29 January 2025

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Ofsted has not previously inspected Mapplewells Primary and Nursery School under section 5 of the Education Act 2005. However, Ofsted previously judged Mapplewells Primary and Nursery School to be outstanding for overall effectiveness before it converted to academy status. Since September 2024, schools have not been awarded an overall effectiveness grade.

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The headteacher of this school is Andrew Whittle. This school is part of the Flying High Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Chris Wheatley, and overseen by a board of trustees, chaired by Neil Robinson. 28 and 29 January 2025

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What is it like to attend this school?

Pupils are happy at this school and describe themselves as proud ‘Mapplewellians’. They are highly motivated, enthusiastic learners who live up to the school’s high expectations. They achieve consistently high academic standards by the end of Year 6. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) achieve exceptionally well.

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What is it like to attend this school?

Pupils’ behaviour, and their commitment to learning, are excellent. They treat one another with kindness and respect. Pupils fulfil the school’s ambition for them to develop as well- rounded, empathetic young people. Pupils who may sometimes require additional help benefit from a bespoke approach that caters to their individual needs very well.

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What is it like to attend this school?

Children in the early years make a strong start to their education. This is because the caring staff understand their unique needs and interests. They go above and beyond to provide an inspiring curriculum that enables all children to succeed.

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What is it like to attend this school?

Pupils respond impressively to the opportunities provided for them to take on roles as young leaders. For example, roles such as the ‘curriculum crew’, ‘eco leaders’ and ‘diversity leaders’ help to develop pupils’ personal and independence skills. The vast array of enrichment experiences fosters pupils’ broader personal development extremely well.

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

The school has developed a rich, ambitious curriculum that is designed to enable all pupils to develop secure knowledge and skills from the Nursery to Year 6. Carefully built around the four ‘MOVE’ principles, the curriculum has been created with memory, opportunities, vocabulary and equality at its heart. The curriculum is equally strong in all subjects and equally accessible for all pupils.

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

Staff have strong subject knowledge across the curriculum. This enables them to bring the curriculum to life in ways that engage and enthuse the pupils. Staff design interesting and challenging activities that enable pupils to develop increasingly secure knowledge and skills. For example, in mathematics, older pupils enjoyed the challenge of multiplying fractions, while children in the early years carefully sorted shapes into groups. Pupils could confidently explain and reflect on their learning. Teachers constantly check pupils’ understanding. They address any misunderstandings as soon as they occur.

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

Across a wide range of subjects, pupils produce high-quality work that consistently reflects the aims of the curriculum. They respond thoughtfully to teachers’ challenging questions, showing an impressive depth of understanding. For example, when asked, pupils could accurately place the Second World War on a timeline and explain in writing why chronological order is useful. Pupils’ writing skills are impressive. This begins right from the start in the early years, when children learn to form letters accurately and develop stamina for writing. 28 and 29 January 2025

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Reading is regarded by the school as being ‘the gateway to the curriculum’. Pupils who are in the early stages of learning to read benefit from a systematic approach to phonics. Any who need extra help, including pupils with SEND, receive support to catch up quickly. High-quality books are evident around the school, in classrooms and in the attractively presented central spaces. Pupils develop quickly as fluent, confident readers.

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Pupils live up to the school’s high expectations for behaviour. They understand and respect the rules and routines for keeping them safe. Positive, caring relationships are at the heart of the school. Pastoral support is available for any who struggle to manage their emotions or who may have mental health needs. The school takes a strong stance on promoting pupils’ attendance. As a result, absence is typically very low.

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The school’s provision for promoting pupils’ wider personal development is a significant strength. The bespoke ‘Learning for Life’ curriculum has been designed to promote pupils’ well-being and prepare them to be healthy, independent members of society. Through the well-planned programme, pupils learn about themes such as bullying, healthy relationships and online safety in an age-appropriate way. Pupils understand and respect the importance of fundamental values such as democracy and tolerance. They develop exceptionally well as thoughtful, well-informed young citizens.

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All those responsible for governance provide excellent support and challenge for the school. Staff value the high-quality training that they receive, and the care shown for their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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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, 28 and 29 January 2025

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looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 28 and 29 January 2025

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School details

Local authority Nottinghamshire County Council

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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 Flying High Trust.  Mapplewells Primary and Nursery school is a lead school for the Department for Education’s behaviour hub. As such, the school shares good practice and provides support for a number of other schools nationally on matters relating to pupils’ behaviour.  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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 28 and 29 January 2025

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 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior and curriculum leaders. The lead inspector met with members of the local governing body and representatives of the multi-academy trust.  Inspectors carried out deep dives in these subjects: early reading, English, mathematics, geography, and art and design. 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, reviewed samples of pupils’ books and visited

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lessons in some other subjects.  Inspectors observed behaviour in lessons and at other times around school.  To evaluate the effectiveness of safeguarding, the 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.

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Inspection team

Christine Watkins, lead inspector His Majesty's Inspector

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Inspection team

Debonair Brown Ofsted Inspector 28 and 29 January 2025

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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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