Northfield Primary and Nursery School

Inspection of Northfield Primary and Nursery School Cox’s Lane, Mansfield Woodhouse, Mansfield, Nottinghamshire NG19 8PG

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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 Requires improvement 24 and 25 June 2025

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What is it like to attend this school?

The school has high expectations of what pupils can accomplish. All that the school does is underpinned by its vision for all pupils to ‘grow, learn and achieve’. Most pupils progress well through the curriculum. They enjoy attending school and feel well supported by teachers.

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What is it like to attend this school?

Pupils feel safe in school. They know they can speak with staff if they have any concerns. Pupils understand the ‘Northfield Way’ of ‘marvellous manners, sensible sitting, wonderful walking and best behaviour’. They are proud to be rewarded for meeting these expectations. As a result, most pupils behave well. Children in the early years learn in a nurturing environment. At playtime and lunchtime, pupils socialise well together. There are respectful relationships between staff and pupils.

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What is it like to attend this school?

The school offers various opportunities for pupils to develop their talents and interests. For example, pupils enjoy attending football, chess club, gymnastics and choir. The school also enriches the curriculum through themed weeks. Pupils enjoy taking part in ‘sports week’ and ‘science week’. They also enjoy taking part in ‘GLOW (go learning outdoors in your wellies) days’ and nature-based learning. Pupils are proud to be part of the pupil parliament and to be classroom monitors.

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

Since the school’s last inspection, it has improved the curriculum and the way it is delivered. The curriculum is well designed and details the knowledge and skills pupils should learn and when. Most teachers understand how to deliver the curriculum effectively. As a result, most pupils, including those with special educational needs and/or disabilities (SEND), achieve well and produce high-quality work.

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

Teachers have secure subject knowledge. They explain new learning logically. Most of the checks of pupils’ understanding accurately spot gaps. These are mostly addressed effectively. On occasion, these checks could be more thorough. The school is aware of this and is addressing it. New vocabulary is clearly explained. Teaching promotes reading through all parts of the curriculum. Pupils regularly recap their prior learning. This supports pupils well in remembering what they have learned. The activities staff use in early years support children’s learning well. Teachers use morning activities to help pupils develop confidence in mathematics. Pupils complete their multiplication tables and number work with accuracy.

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

The school is committed to ensuring that every pupil develops the knowledge and skills they need to read fluently and confidently. Staff are well trained to teach phonics. They deliver the phonics curriculum consistently well. Children in the Reception Year begin learning phonics when they start school. In early years, staff regularly reinforce phonics through the activities children engage in. The books pupils read are well matched to the sounds they know. This helps pupils to develop their fluency in reading. Any pupil who needs extra support to read gets well-thought-out support. From Year 2 onwards, pupils 24 and 25 June 2025

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have guided reading sessions. Teachers deliver these effectively. As a result, most pupils develop into confident and fluent readers.

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The school accurately identifies the needs pupils with SEND have. It provides staff with detailed information about how to support pupils with SEND. Staff use this well to adapt their teaching and resources so that these pupils can access the curriculum and achieve well.

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The school has established a clear system for addressing any conduct issues. Staff and pupils understand the system well. As a result, most pupils have a positive attitude towards learning. Children in early years understand and follow clear routines. They concentrate well on activities. The school promotes the importance of regular attendance. It provides effective support for pupils who need to improve their attendance. As a result, most pupils attend school well.

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The school has developed an effective approach to pupils’ personal development. Pupils learn about road safety and how to stay safe online. They know how to eat healthily. They learn about different cultures and religions. Pupils have an excellent understanding of fundamental British values and equality. They know to treat others respectfully. Most pupils are well prepared for their next steps. However, the school only provides some experiences for pupils to understand what it means to be an active citizen. For example, pupils only have limited opportunities to contribute to school life. As a result, some pupils do not engage in meaningful experiences that develop their understanding of how to contribute positively to society.

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The school has addressed the issues highlighted in its previous inspection effectively. School leaders and governors understand the school’s strengths and areas that still need improvement. Governors fulfil their statutory duties well. Staff are proud to work at the school. They are supported well by leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school currently provides limited opportunities for pupils to understand what it means to be active citizens. As a result, some pupils are unable to engage with meaningful experiences that develop their understanding of how to contribute positively to society. The school should ensure that pupils have access to a broad range of opportunities that helps them understand how to become responsible citizens who contribute positively to society. 24 and 25 June 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). 24 and 25 June 2025

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School details

Local authority Nottinghamshire County Council

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School details

Appropriate authority The governing body

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School details

Website www.northfieldprimaryschool.co.uk

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School details

Dates of previous inspection 15 and 16 November 2022, under section 5 of the Education Act 2005

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Information about this school

 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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued 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, religious education and geography. For each deep dive, inspectors held discussions 24 and 25 June 2025

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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 the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke to the headteacher and other school leaders.  The lead inspector met with a representative of the local authority.  The lead inspector met with governors, including the chair of the governing body.  Inspectors considered the responses to Ofsted’s staff survey. Inspectors considered the views of parents through Ofsted Parent View, including the free-text responses.

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 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 24 and 25 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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