Elkesley Primary and Nursery School

Inspection of Elkesley Primary and Nursery School Headland Avenue, Elkesley, Retford, Nottinghamshire DN22 8AQ

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 4 and 5 March 2025

p.1

What is it like to attend this school?

Pupils and their families are rightly proud of Elkesley Primary and Nursery School. It cares for its community and is at the centre of village life. Staff go the extra mile to make sure that the school’s core values are understood and realised. As a result, pupils are welcoming, happy, talented and resilient. They show compassion to others and achieve well. They feel safe and happy in a school that is a great place in which to learn.

p.2

What is it like to attend this school?

The school has high expectations of all pupils. Pupils, including pupils with special educational needs and/or disabilities (SEND) are expertly supported to behave well. This work begins as soon as children enter the Nursery. Lessons are calm. Pupils work collaboratively. They show each other kindness. They help each other when they are stuck. Social times are enjoyed by all.

p.2

What is it like to attend this school?

The school is ambitious for pupils to achieve. Its vision is to inspire a community of life- long learners. Pupils’ achievement has improved, particularly in reading.

p.2

What is it like to attend this school?

Pupils have a strong understanding of the importance of respecting and celebrating difference. The learning that takes place about different people’s heritage is inspiring. Pupils say that the school is one where everyone belongs.

p.2

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

There have been many positive changes in the school over the last few years, including the design and implementation of a new curriculum. In most subjects, there is a clear focus on the knowledge that pupils need to know, and when they need to learn it. Pupils make strong progress through the curriculum as a result. A few subjects, however, are at an earlier stage of development. In these subjects, the key knowledge is not as clearly identified or taught. Consequently, new knowledge sometimes fails to stick in pupils’ memory long-term. This affects how well some pupils are able to tackle future learning.

p.2

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

Reading is a whole-school priority. From the moment pupils enter the school, they enter into a ‘world of books’. High quality texts are central to the curriculum, including in the early years. Pupils really value the many opportunities they get to read. They show a love and enjoyment of reading.

p.2

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

The phonics curriculum is well sequenced. Children begin to learn to read as soon as they enter early years. Staff make effective use of the training they receive in order to deliver the reading curriculum consistently well. Pupils that fall behind in their reading gain the help that they need to catch up. Achievement in phonics is strong.

p.2

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

Pupils with SEND receive expert guidance. Resources are used wisely to make sure that these pupils access a suitably ambitious curriculum. Learning is carefully adapted to meet pupils’ needs. Pupils benefit from the help of highly trained support staff. Staff get to know pupils really well. Pupils with SEND thrive in the school’s ambitious and caring community. 4 and 5 March 2025

p.2

3

Children gain a good start to their education in early years. They benefit from well- considered opportunities to learn and play as well as joining in with the special focus activities which staff provide. Children are prepared well for their next learning steps.

p.3

3

Pupils’ attendance, although improving, remains a priority for the school. The school goes to great lengths to support its pupils to attend well. However, some pupils do not attend as regularly as is needed.

p.3

3

Pupils benefit from a well taught and sequenced personal, social and health education curriculum. Pupils are taught in an age-appropriate way, about themselves and others, including different types of family, faiths and cultures. They are knowledgeable about how to keep their bodies healthy and safe. They know that bullying is repeated intentional hurting, and what to do if they encounter such behaviour, including when online. Pupils show a fierce determination to be fair and kind to others.

p.3

3

Governors show great commitment to the school and to the community. They have appropriate training, skills and knowledge. Together with leaders, governors have worked effectively to continually develop aspects of the school’s work.

p.3

3

The school provides staff with a range of professional development opportunities. These have helped staff in their roles, including those new to leading different subjects. Staff are exceptionally proud to work at the school and to serve the community. Their well-being, knowledge and expertise is well supported.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Some parts of the curriculum are not as well developed as others. In a few subjects, the key knowledge that pupils need to be taught, particularly disciplinary knowledge, is not clearly defined. This leads to some inconsistencies in how well these subjects are implemented. In these subjects, the school should ensure that the curriculum is planned and implemented consistently well to ensure that pupils’ knowledge builds securely as they move through school.  Some pupils, including disadvantaged pupils, do not attend as well as they could. This has a negative impact on their learning. The school should further strengthen its work to ensure that pupils attend regularly. 4 and 5 March 2025

p.3

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 4 and 5 March 2025

p.4

School details

Local authority Nottinghamshire County Council

p.5

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 12 and 13 November 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 The headteacher has been in the post since September 2022.  The school uses one unregistered alternative provision.

p.5

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.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 4 and 5 March 2025

p.5

6

 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, 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 put pupils’ interests first.  The inspectors met with leaders to discuss pupils’ attendance and behaviour.  The inspectors met with the headteacher and a range of school staff.  The inspectors met with members of the governing body. They spoke with a local authority representative.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a

p.6

6

sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. They also reviewed the curriculum planning and pupils’ learning in art, science and computing.  Inspectors observed pupils’ behaviour at various times in the school day, including the start and end of the day and at lunchtime and breaktime.  Inspectors considered the response to Ofsted Parent View and the survey of staff.

p.6

Inspection team

Jayne Ashman, lead inspector His Majesty's Inspector

p.6

Inspection team

Anna Coney Ofsted Inspector 4 and 5 March 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7