Riddings Infant and Nursery School

Inspection of Riddings Infant and Nursery School West Street, Riddings, Alfreton, Derbyshire DE55 4EW

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 25 and 26 March 2025

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What is it like to attend this school?

This is a happy school with a great emphasis on kindness. The school’s ‘KINDER values’ are central to school life. Pupils try hard to follow the school’s expectations. They enjoy school and are enthusiastic learners. Pupils say the school’s only rule of ‘be kind’ means being respectful and helping others. Pupils are considerate and show genuine care for each other. Staff know pupils very well. They help pupils recognise their feelings and develop strategies to help overcome worries.

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What is it like to attend this school?

The school makes sure pupils complete the ‘Riddings 50’ before they leave for junior school. Pupils develop a talent by attending a club, and there is a range to choose from. Pupils learn more about the wider world by visiting places such as a farm or a place of worship or seeing a pantomime. They learn how to keep themselves safe such as learning about fire safety or crossing the road safely. The school weaves these experiences carefully throughout the curriculum to enhance pupils’ personal development.

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What is it like to attend this school?

Parents and carers mostly sing the school’s praises and highly recommend the school. They especially value the nurturing support staff provide pupils and their families. This enables pupils to thrive, in addition to achieving academically well here.

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

Children in the early years get off to a strong start with their education. There is a sharp focus on developing their communication and language as well as their physical development. Staff play alongside children and engage them in conversation. They use their voice and simple actions effectively to emphasise key words. This helps children understand and say these words more clearly. Children improve their core physical strength through daily ‘gym time’ and well-chosen outdoor activities.

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

As learning to read is a priority, phonics teaching starts straightaway in the Reception Year. Staff in the Nursery class ensure that children are well prepared by developing their listening skills. Phonics teaching is highly effective. Pupils are supported skilfully to catch up quickly if they fall behind. Pupils, including those who are disadvantaged, achieve well in phonics and soon become fluent readers. Storytime is a special time of the day when pupils enjoy a moment of stillness and an engaging story. The school promotes a love of reading well.

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

The school is working hard to improve pupils’ writing skills. Pupils apply their phonics knowledge confidently to their spelling. They develop mark-making skills that eventually lead to well-formed handwriting. Pupils are supported well to become confident storytellers who enjoy writing. Teachers check pupils’ learning effectively to address weaknesses. Teachers set pupils precise targets to work on.

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

The school has carefully mapped the important knowledge that pupils need to learn so they can build their knowledge over time. The school is ambitious for all pupils to achieve well. The school gives pupils with special educational needs and/or disabilities effective support to learn the full curriculum. The school accurately identifies the needs of pupils. It 25 and 26 March 2025

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also works effectively with external agencies, particularly to support pupils’ speech and language needs.

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Teachers present new learning clearly and provide suitable activities to practise this learning. The school has developed several strategies to help pupils remember what they have learned. ‘Smarty the Elephant’ encourages pupils to complete their ‘Memory Monday’ checks. Pupils also revise learning from different subjects through their weekly independent ‘Rainbow Job’ activities.

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Although the information from checks on pupils’ learning is often used effectively, this is not consistently the case. Sometimes, teaching is not adapted sufficiently when there are gaps in pupils’ knowledge. As a result, pupils’ work is not consistently high quality. Occasionally, learning is not adapted for pupils who complete activities easily. This means their knowledge is not deepened when it could be.

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Pupils behave well. The school recently introduced a range of organised activities to develop pupils’ play skills. In assemblies, pupils are taught to mitigate risks and resolve disputes. Playtimes are joyful because pupils play safely and cooperatively.

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The school teaches pupils about responsibility and encourages them to become active citizens. Pupils gain leadership skills through their roles in the pupil parliament, in the safeguarding group and as play leaders. Pupils learn that they can make a difference by walking to school and promoting environmental causes.

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Governors have secure oversight of the school’s work. They know the school’s strengths and weaker aspects. They support and challenge the school effectively to make improvements. The school is mindful of staff well-being. Staff feel listened to and appreciate the steps the school takes to make their workload manageable. Staff benefit from purposeful training to strengthen their delivery of the curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s approaches to checking pupils’ learning are not fully developed in some areas of the curriculum. Assessment information is not used consistently well to adapt teaching or address misconceptions, so pupils’ knowledge is not as secure as it could be. The school should sharpen assessment to ensure that teaching is adapted effectively to help all pupils achieve well across the curriculum. 25 and 26 March 2025

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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). 25 and 26 March 2025

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School details

Appropriate authority The governing body

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School details

Website www.riddingsinfantandnursery.co.uk

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School details

Date of previous inspection 8 May 2019, under section 8 of the Education Act 2005.

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Information about this school

 The headteacher joined the school in September 2019.  The school does not currently 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.

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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 is 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. 25 and 26 March 2025

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 The lead inspector met with the chair and other members of the governing body.  Inspectors met with senior leaders of the school and considered a range of documentation.  Inspectors carried out deep dives in these subjects: early reading, mathematics, physical education 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 listened to some pupils read to a familiar adult. Inspectors also considered evidence about some other curriculum subjects.  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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 The inspectors observed pupils’ behaviour in lessons and around the school site during breaktimes.  The inspectors spoke with groups of pupils and staff. Inspectors spoke to parents and considered the responses to Ofsted Parent View, including free-text comments. Inspectors also considered the responses to Ofsted’s survey for staff.

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Inspection team

Claire Stylianides, lead inspector His Majesty’s Inspector

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Inspection team

George Huthart Ofsted Inspector 25 and 26 March 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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