Nettlebed Community School

Inspection of a school judged good for overall effectiveness before September 2024: Nettlebed Community School High Street, Nettlebed, Henley-on-Thames, Oxfordshire RG9 5DA

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Outcome

Nettlebed Community School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils know their school values well. These include responsibility, respect, humility, courage and teamwork. Pupils are enthusiastic and keen learners. They motivate and support each other to achieve well. Pupils recognise the importance of contributing to the school community. They relish their roles as school councillors, house captains and eco- councillors. Pupils are proud to lead assemblies where they teach each other how to keep themselves and others safe.

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What is it like to attend this school?

Pupils embody the school’s ethos and ‘diamond rules’ in the highly positive way they treat each other. They understand why it is important to care for one another and they demonstrate this often. This was summed up by one pupil who said ‘kindness breeds kindness’. Social times are joyful and friendly periods of the day. Pupils benefit from the wide range of activities on offer during breaktimes. These activities match the interests of pupils and support their positive social interactions.

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What is it like to attend this school?

The school has high expectations for how well pupils will learn and behave. Pupils meet these expectations consistently. Pupils appreciate the support that adults in the school give them. Pupils and staff have positive and mutually respectful relationships. Pupils trust that adults want the best for them and will keep them safe.

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

The school has an ambitious and broad curriculum in place. Most of the curriculum is well designed and accessible for all pupils, including those with special educational needs and/or disabilities (SEND). From the early years onwards, children are exposed to early literacy and numeracy. They secure the foundational knowledge that they need to be ready for learning in Year 1. 23 and 24 April 2025

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The school has set out what pupils will learn each year in all subjects. In most subjects, this knowledge is then ordered carefully. However, there are a small number of subjects where the school has not decided the order in which some knowledge will be taught. This makes it difficult for staff to design learning that builds on what pupils already know. As a result, some pupils do not learn as well as they could in these subjects. The school is aware of this, and plans are in place to make these adjustments to improve the curriculum further.

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Pupils with SEND have their needs met well. Most of the time, teachers adapt lesson activities effectively. As a consequence, pupils with SEND achieve well. Teachers also make effective use of assessment to help pupils build knowledge over time. Through the entire curriculum, teachers regularly check what pupils know. They use this information to make changes to future lessons to close any gaps in knowledge. These checks are also made when pupils are learning to read. Staff are expert teachers of phonics. They rapidly spot when a pupil may need extra help with their reading. They put in place effective activities to help all pupils keep up. Pupils learn to read very well.

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Pupils’ behaviour is excellent. They are confident, kind and are proud to be a part of this school. Pupils are independent learners and participants in their community. They take ownership of their behaviour and choices and actively promote positive conduct among each other. From the early years onwards, pupils follow the rules and routines of the school very well. They respect each other’s rights to learn and be safe. This is evident in the highly focused and positive attitudes that permeate the school. Classrooms are purposeful learning environments, where low-level disruption is extremely rare.

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Pupils benefit immensely from the personal development provision of the school. They enjoy participating in the wealth of clubs and trips on offer. The school has put in place a range of opportunities for pupils to contribute to their local community. Pupils from the nursery class onwards celebrate different religious and national events. In pupil-led assemblies, pupils reflect on their views and opinions about a range of current issues. They learn to share these views constructively while respecting those of others. Pupils have an excellent understanding of difference in all its forms. They are taught about the protected characteristics and are well prepared for life in modern Britain.

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School leaders understand the context of their pupils well. They make effective and rapid changes in order to secure improvements which meet pupils’ needs. Staff are very proud to work at the school. They are inspired by the vision of the school and feel valued and listened to. Governors provide effective challenge and support. They work well with the leaders of the school to ensure that the most effective provision is in place for pupils.

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Safeguarding

The arrangements for safeguarding are effective. 23 and 24 April 2025

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(Information for the school and appropriate authority)

 The school has not finalised its curriculum thinking in a small number of subjects. This means that some pupils do not learn as well as they could in these areas. The school should continue to shape the curriculum in these subjects and ensure that staff are fully trained and confident to help pupils build their knowledge effectively over time.

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

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.

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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. 23 and 24 April 2025

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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). 23 and 24 April 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 9 and 10 October 2019, under section 5 of the Education Act 2005

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Information about this school

 The school does not currently use any alternative provision.

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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 leaders and has taken that into account in this evaluation of the school.  The inspector met with the headteacher and other members of the leadership team.  The inspector met with the chair and other members of the governing body.  The inspector met with a representative from the local authority.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 23 and 24 April 2025

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 The inspector observed pupils’ behaviour around the school and in lessons. They also spoke to pupils in lessons and during play and lunchtimes.  The inspector considered a range of documents including leaders’ evaluations of the school, their school improvement plan and minutes from governors’ meetings.  The inspector considered parents’ and carers’ responses to Ofsted Parent View, including any free-text comments.  The inspector took account of the views of staff through conversations and the responses to the online staff survey.  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.

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Inspection team

Nina Marabese, lead inspector His Majesty’s Inspector 23 and 24 April 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 looked-after children, safeguarding and child protection.

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