Haddon Primary and Nursery School

Inspection of a school judged good for overall effectiveness before September 2024: Haddon Primary and Nursery School Haddon Close, Westdale Lane, Carlton, Nottingham, Nottinghamshire NG4 4GT

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Outcome

Haddon Primary and Nursery School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Nina Capek. This school is part of Flying High Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Chris Wheatley, and overseen by a board of trustees, chaired by Neil Robinson.

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What is it like to attend this school?

Pupils are proud and happy to attend Haddon Primary and Nursery School. The school provides a welcoming and inclusive environment for pupils. Staff have positive relationships with pupils. Pupils feel safe and know that they can talk to a trusted adult to help them with any worries. The school’s ‘DREAM’ values of Determined, Respect, Enjoy, Achieve and Make Memories are woven into all aspects of its work. As a result, pupils demonstrate these values in their work and free play.

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What is it like to attend this school?

The school has very high expectations for pupils to achieve well. Pupils demonstrate positive attitudes to learning from a young age. They enjoy working with each other in lessons and learning in a variety of ways. Pupils are proud to share their achievements with others. One parent, sharing the views of many parents and carers, reflected that the school is a ‘wonderful place to learn and grow’.

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What is it like to attend this school?

Pupils enjoy opportunities for trips and visits, for example their recent trip to a local airport to enhance their learning about journeys. They feel proud when nominated to become a pupil leader, such as a digital leader. They take these responsibilities seriously and enjoy delivering assemblies to help others learn more about e-safety. 23 and 24 April 2025

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

The school has worked collaboratively with the trust to design an ambitious curriculum. The important knowledge that pupils should learn has been identified clearly. This helps staff know what to teach and when to teach it. The school’s ‘WEAVE’ principles of ‘wider world, experience, aspiration, vocabulary and equality and diversity’ help pupils to develop their knowledge of the local area and the wider world. Pupils enjoy their enquiry projects. Through this approach, pupils receive a broad and balanced curriculum offer. They produce high-quality outcomes in a range of subjects.

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

Staff have strong subject and pedagogical knowledge. They design lessons that are well structured. This supports pupils, including those with special educational needs and/or disabilities (SEND), to achieve well. Pupils have a range of opportunities to ‘reactivate’ their learning. In most subjects, this helps pupils to make deeper connections to learning from longer ago. For example, when learning about the Industrial Revolution, pupils are encouraged to think about how they can connect their learning about the Gedling collieries to understand wider concepts of manufacturing. In a small number of subjects, these connections are less well established. This makes it harder for pupils to demonstrate their thinking as deeply as they could.

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

Reading is prioritised. Nursery children are well prepared to begin their phonics in Reception. Staff teach the phonics programme consistently well. Frequent checks help to identify the small number of pupils who need additional support in learning to read. All staff show high enthusiasm when reading aloud. This helps pupils develop a love of reading from an early age. Investment in high-quality and diverse texts helps pupils to develop their reading repertoire.

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

Children in the early years receive a strong start to their schooling. The purposeful environment enables children to practise and deepen their knowledge. Staff are highly skilled in questioning and modelling language. This helps children to develop their vocabulary from an early age. Children are very well prepared for key stage 1 and beyond.

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

Pupils are excited to receive DREAM tokens when they demonstrate the school values. They make everyone feel welcome in school. Pupils know how to develop healthy relationships with each other by showing kindness and respect. Staff use their training effectively to support pupils who need additional help to manage their emotions. The school identifies the needs of pupils with SEND accurately. It ensures that these needs are met through regular reviews.

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

The school’s personal development programme is extensive. Pupils learn how to keep themselves safe, both in school and online. They appreciate opportunities to hear from visiting speakers about water and fire safety. Pupils are knowledgeable about a range of cultures. They enjoy their visits to places of worship to understand more about religious faiths. Pupils enjoy a range of clubs, such as multi-sports and choir. 23 and 24 April 2025

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The school benefits from the close partnership it has with the trust. Staff appreciate their opportunities for professional development and know that their well-being is considered. The school’s accurate identification of its strengths and areas for development helps to continually improve pupils’ achievements. The trust works closely with local governors to ensure that, together, they fulfil their statutory responsibilities for the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some of the wider curriculum subjects, the school has not thought carefully enough about how the disciplinary knowledge that it intends pupils to learn should be taught. Sometimes, this makes it difficult for pupils to make connections to wider concepts to help them build up their understanding in these subjects. The school should ensure that it develops the curriculum further in these subjects so that pupils build up an increasingly sophisticated body of subject knowledge.

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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 September 2019. 23 and 24 April 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). 23 and 24 April 2025

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School details

Local authority Nottinghamshire County Council

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School details

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

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Information about this school

 The school is part of Flying High Trust.  The school does not 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 the school and has taken that into account in their evaluation of the school.  The inspector met with the headteacher and with other school leaders.  The inspector met with those responsible for governance, including the chair of the trust. The inspector also held a discussion with the CEO and a school improvement partner from the trust. 23 and 24 April 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed some pupils read to a familiar member of staff.  The inspector observed behaviour in lessons and at other times around school. She met with those responsible for behaviour, attendance and personal development.  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.  The inspector reviewed a range of documents, including the school’s self-evaluation and improvement plan and information about governance. The inspector also considered information about pupils’ attendance and behaviour, as well as the wider curriculum.

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 The inspector considered the responses to Ofsted’s online questionnaire, Ofsted Parent View, and the results of Ofsted’s staff survey.

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Inspection team

Sarah Sadler Ofsted 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 children looked after, safeguarding and child protection.

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