Northlands Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Northlands Primary School Pinders Lane, Rugby, Warwickshire CV21 2SS

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

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What is it like to attend this school?

Northlands Primary School is a welcoming, happy and inclusive school at the heart of its diverse community. The school provides a nurturing environment where pupils are encouraged to be ‘one community, many cultures, achieving together.’ Pupils are proud to attend and live up to the very high expectations set for them.

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What is it like to attend this school?

Pupils are very well prepared for life in modern Britain. Through the ‘Northlands characteristics’, pupils learn about themselves and others. For example, they learn the importance of recognising and managing their emotions. They behave well, know that they learn from their mistakes and the value of persevering.

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What is it like to attend this school?

Enrichment activities help pupils to understand the world around them. Visits to different places of worship enable them to consider the views of others. They know that they ‘do not have to agree, but they do have to listen’. Opportunities such as climbing walls and swimming galas help pupils to try new things and develop resilience.

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What is it like to attend this school?

Older pupils who take on responsibilities in school learn valuable life skills. They make a positive contribution to the life of the school. Pupils know that they can make a difference in the wider community, for instance, through raising money for charities close to their hearts.

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

Since the previous inspection, new leaders have brought about significant and sustained improvements across the school. There is an unwavering, shared vision to provide all 29 and 30 April 2025

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pupils with the best possible education and preparation for life beyond school. This vision is realised through a rich offer.

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The school’s curriculum is ambitious. The key knowledge and vocabulary for pupils to learn has been logically sequenced, from the Early Years up. This means that pupils can build on previous learning when they are presented with new concepts. For example, in history, pupils in Year 4 make connections between Roman and Greek myths by drawing on what they have learned before. The ‘Northlands time machine’ strategy helps pupils to consolidate previous learning while ‘star words’ mean that pupils hear, learn, and use important, subject-specific vocabulary.

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There are effective checks on pupils’ learning. For example, teachers use quizzes to identify gaps in understanding. In lessons, misconceptions are quickly addressed. This means that pupils, including those with special educational needs and/or disabilities (SEND) receive the teaching and support they need to achieve well.

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The school has ensured that learning to read is a priority. Staff are well trained to deliver the phonics programme. Children start learning phonics as soon as they start in the Reception Year. Books are carefully matched to the sounds that pupils have been taught. Regular checks identify pupils who are falling behind, and expert intervention provides the support they need to become fluent readers.

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The school swiftly and accurately identifies pupils with SEND. Careful adaptations, where needed, mean that pupils learn alongside their friends in the classroom. Excellent support from skilful staff ensures that pupils participate fully in school life and achieve well.

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Pupils’ behaviour is exemplary. Pupils in the Early Years quickly learn the routines and expectations. The Year 6 ‘pupil leadership team’ are excellent role models. Their support during break and lunchtimes, and the consistently high expectations which are understood by all pupils, means that no learning time is lost. Pupils return quickly to class after social times. Pupils know that education is the key to their future success. They relish the learning and enrichment opportunities available to them. Pupils are incredibly kind to one another. Older pupils look after their younger friends. Pupils confidently say that ‘nobody is left out’.

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The wider opportunities available to all pupils are a strength of the school. Character development has been very well considered and strategically planned with the school’s context in mind. Pupils learn to be independent, for example by setting alarm clocks provided by the school to make sure they attend school on time, every day. Pupils enjoy the range of clubs and visits on offer. They also benefit from the wide range of opportunities related to careers. From listening to previous pupils’ success stories to learning about local engineering, pupils’ horizons are being broadened.

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Pupils are deeply respectful. They value diversity and are incredibly well informed about the differences between people. They learn about keeping themselves healthy and safe, including how to look after their mental well-being. As a result, pupils are being very well prepared for life beyond school and to become responsible, caring citizens of the future. 29 and 30 April 2025

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Governors provide effective strategic oversight of the school’s work. Staff are extremely proud to work at the school and feel very well supported. They value the training and development they receive, and the consideration of their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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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 second ungraded inspection since we judged the school to be good for overall effectiveness in November 2015.

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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. 29 and 30 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). 29 and 30 April 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 12 and 13 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative providers.

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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 spoke with the headteacher, the deputy headteacher and other leaders in school. The inspector met with the chair and one other representative of the governing body and spoke on the telephone with a representative of the local authority.  The inspector visited a sample of lessons, spoke to some pupils about their work, looked at samples of pupils’ work and listened to pupils read to a familiar adult.  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

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector considered the responses to the staff survey and spoke to a range of staff about their views of the school.  The inspector took account of responses to Ofsted Parent View questionnaire and the free-text responses. There were no responses to the pupil survey.

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Inspection team

Rachel Henrick, lead inspector His Majesty’s Inspector 29 and 30 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 children looked after, safeguarding and child protection.

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