Norbridge Academy

Inspection of Norbridge Academy Stanley Street, Worksop, Nottinghamshire S81 7HX

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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The head of academy of this school is Rebecca Jackson. This school is part of Delta Academies 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), Paul Tarn, and overseen by a board of trustees, chaired by Steve Hodsman.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since November 2014. 10 and 11 June 2025

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What is it like to attend this school?

The school has high expectations of what pupils can achieve and how they should behave. Pupils live up to these expectations, encouraged by the school’s motto, ‘be the best you can be’. They thrive at this caring school and make excellent progress through the curriculum. Parents and carers hold positive views of the school. They appreciate how staff support their children and go above and beyond for them.

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What is it like to attend this school?

Pupils’ behaviour is impeccable. From the early years to Year 6, pupils show high levels of respect towards each other and staff. As one pupil said, typical of many, ‘Everyone is welcome here.’ At social times, pupils play happily together. They enjoy being recognised as ‘role models’ and ‘star of the day’ when they behave well. They are safe in school and know that they have staff they can turn to if they have any worries.

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What is it like to attend this school?

Pupils have an extensive range of well-thought-out opportunities that develop their talents and interests. The majority of pupils access these. For example, pupils enjoy participating in gymnastics, cricket, football, beekeepers’ club, choir and the school band. Pupils are also proud to contribute to school life by taking on leadership responsibilities such as team champions, eco-warriors, reading ambassadors and school councillors.

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

The school has designed a broad, ambitious and well-planned curriculum that meets the needs of all pupils. The curriculum outlines the knowledge and skills that pupils will learn and when. Teaching staff have excellent subject knowledge and understanding of what pupils should learn. This helps them to deliver the curriculum exceptionally well. They explain new learning logically and use various effective methods to check pupils’ understanding. Teachers swiftly address any gaps in learning or misconceptions that pupils have. As a result, pupils build on their prior learning securely and achieve high standards.

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

The school places reading at the heart of its curriculum. Pupils read a range of high-quality texts in each subject which enhance the curriculum and develops their reading skills. Children in Reception start to learn the sounds that letters make straight away. Staff are well trained and deliver phonics highly effectively. Pupils quickly gain the knowledge and skills they need to read well. Staff provide excellent support for any pupil who starts to fall behind with their phonics knowledge. Pupils also have regular reading fluency sessions and daily story times. Pupils become confident and fluent readers and develop a love of reading. In early years, staff expertly introduce new vocabulary to the children. They regularly reinforce this ambitious vocabulary. Consequently, children are quick to develop their communication and language skills.

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

Staff have a thorough understanding of the special educational needs and/or disabilities (SEND) that pupils may have. The school provides staff with detailed information and training on how they can meet the needs of pupils with SEND. Staff use this information extremely well. This means that pupils with SEND access the same ambitious curriculum and make excellent progress through it. 10 and 11 June 2025

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The school has established clear routines that pupils understand and follow. Pupils are polite and well-mannered. There are positive interactions between staff and pupils. As a result, the school is a calm and harmonious community. In early years, children learn in a secure and nurturing environment. They demonstrate high levels of concentration when learning and develop excellent social skills. Pupils have excellent attitudes towards learning and do not give up when the work becomes more challenging. Pupils have high attendance.

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The school has an ambitious programme for pupils’ broader development. Pupils learn how to stay safe online and in the community. They know how to keep both physically and mentally healthy. The school provides many opportunities for pupils to develop their understanding of fundamental British values and equality. For example, children in early years vote for the book they would like to hear in story time, and older pupils vote for ‘team champions’. Pupils learn about various careers during ‘aspiration afternoons’. The school has carefully mapped out the visits and residential trips pupils will have while at school. This ensures that pupils have many high-quality experiences that enhance the curriculum and develop their character. Pupils are exceptionally well prepared for their next steps.

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The school provides numerous well-thought-out opportunities for parents to get involved with the school so that they can support their child's education. Staff are proud to work at the school. They are very well supported by leaders. School and trust leaders have a deep understanding of the school and strive to provide every pupil with the best possible education. Trustees provide highly effective support and challenge.

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Safeguarding

The arrangements for safeguarding are effective.

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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 10 and 11 June 2025

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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). 10 and 11 June 2025

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School details

Local authority Nottinghamshire County Council

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School details

Date of previous inspection 25 and 26 November 2014

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Information about this school

 The school joined Delta Academies Trust in October 2022.  The head of academy was appointed in January 2024.  The school uses no 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. 10 and 11 June 2025

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 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, art and history. 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 also discussed the curriculum, visited lessons, and looked at samples of pupils’ work, in other 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

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke to the head of academy and other school leaders.  The lead inspector met with the CEO and other trust leaders.  The lead inspector met with the chair of the trust and a trustee.  Inspectors considered the responses to Ofsted’s staff survey. Inspectors considered the views of parents through Ofsted’s Parent View, including the free-text responses.  Inspectors spoke to pupils and observed pupils’ behaviour during lessons and at social times.

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Inspection team

Paul Halcro, lead inspector His Majesty’s Inspector

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Inspection team

Damienne Clarke His Majesty’s Inspector 10 and 11 June 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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