Redlands Primary and Nursery School

Inspection of Redlands Primary and Nursery School Crown Street, Worksop, Nottinghamshire S80 1TH

p.1

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 15 and 16 July 2025

p.1

What is it like to attend this school?

Pupils feel happy and safe in this caring school community. They value the school’s PROUD (positive, responsible, open-minded, united and determined) ambitions and strive to embody them. Pupils trust that they can turn to many adults in school if they have any concerns. They understand that staff prioritise their welfare above all else.

p.2

What is it like to attend this school?

The school has a calm and positive learning environment. The school’s routines are extremely well understood. Pupils demonstrate kindness and consideration by holding doors open and supporting one another. Older pupils look out for younger peers. Learning proceeds without disruption. Pupils approach their lessons with enthusiasm and a genuine eagerness to learn.

p.2

What is it like to attend this school?

The school has high expectations of pupils’ achievement. The curriculum has improved and is ambitious. While published outcomes were previously below expectations, this is now changing. Pupils are learning and retaining more. Their progress through the curriculum has improved.

p.2

What is it like to attend this school?

The school offers pupils many opportunities to extend their learning. Pupils are proud of their leadership roles. The school council and eco warriors have helped the school make improvements. All pupils take part in additional sporting and creative activities, as well as trips and events. Pupils described sports day as ‘fantastic’!

p.2

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

Children make a flying start to their education in the early years. Staff are knowledgeable, well trained and ambitious. They spark children’s enthusiasm for learning. They use resources particularly effectively to ensure that no moment of learning is lost. As a result, children are well prepared for their next steps.

p.2

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

The curriculum is broad and reflects the national curriculum. It is progressive and builds on the learning from the early years. In most subjects, staff implement the curriculum with care and consistency. However, in a few areas of the wider curriculum there are inconsistencies in the way the curriculum is taught. At times there is not enough focus on the essential knowledge that pupils need. Equally, there are insufficient checks to ensure that pupils are learning as they should. Although pupils’ outcomes are improving overall, some pupils do not achieve as well as they could across all subjects.

p.2

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

Subject leadership is now a developing strength. Skilled staff have benefitted from high quality professional development. They have accelerated the improvement in some subjects. However, in a couple of subjects, aspects of subject leadership still remain less established. This impacts on the quality and consistency of pupils’ learning in these subjects.

p.2

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

Staff now identify the needs of pupils with special educational needs and/or disabilities (SEND) more quickly and accurately than at the time of the last inspection. They work diligently to meet these pupils’ needs, drawing on strong partnerships with external 15 and 16 July 2025

p.2

3

agencies and local schools. In lessons, staff use a range of effective strategies to help pupils access the same ambitious curriculum as their peers. Some of these strategies are inconsistently implemented, new or yet to be fully embedded.

p.3

3

The school places reading at the heart of the curriculum. The quality of phonics teaching has improved. Children begin to read as soon as they enter the early years. Staff now deliver the phonics curriculum consistently and with skill. When pupils fall behind, they receive expert support to help them catch up. All pupils read regularly. Books are carefully matched to pupils’ phonics knowledge. This helps build pupils’ confidence and fluency as readers. Pupils’ achievement in phonics is improving.

p.3

3

The personal, social, health education curriculum is carefully planned and taught. It reflects the context of the community and the needs of pupils. Pupils know the risks of being online and what to do if they encounter any problems. They have a strong understanding of different faiths and cultures and how to build positive and respectful relationships.

p.3

3

Attendance has improved. Staff work tirelessly to ensure that pupils arrive on time and engage in learning. Fewer pupils are late to school. The highly effective ‘soft start’ helps pupils to feel safe, cared for and ready to learn. As a result, pupils’ behaviour at the start of the school day is much calmer.

p.3

3

Governors know the school well and show great commitment. They maintain appropriate oversight of the school’s work. While some governors bring valuable expertise, others need further training and development to strengthen their effectiveness in the role.

p.3

3

Staff express enthusiasm for the positive changes within the school. They say that it has been a difficult time, but things are on the up. They are rightly proud of the school’s improvements and are ambitious to achieve even more.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Some subjects leaders are new to the role or have not yet benefitted from the training and development needed. This means that aspects of the curriculum are not as meticulously implemented as required. Pupils do not learn as they could. The school should give subject leaders the guidance and support needed to become highly effective. They must make sure that the curriculum is consistently well taught across all subjects so that pupils’ outcomes improve.  Lesson adaptations for pupils with SEND are not fully embedded or are inconsistent in quality. This impacts on these pupils’ achievement. The school should ensure that 15 and 16 July 2025

p.3

4

lessons are suitably and consistently adapted so that pupils with SEND achieve as well as they should.  Governance is not as strategic as needed. Governors do not have the capacity to keep close enough oversight of the school’s improvement work. This can slow the school’s improvement. The school should ensure that all governors have the training needed to conduct their role effectively. They should make sure that there is sufficiently robust oversight of all aspects of the school’s work so that the school continues to further develop and improve.

p.4

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 15 and 16 July 2025

p.4

School details

Local authority Nottinghamshire County Council

p.5

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Tim Chapman and Simon Clark

p.5

School details

Headteacher Laura Hollinger Gemma Willford (Co-headteachers) Website www.redlands.notts.sch.uk

p.5

School details

Dates of previous inspection 6 and 7 December 2022, under section 5 of the Education Act 2005

p.5

Information about this school

 The school does not currently use alternative provision.

p.5

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.

p.5

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.  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 15 and 16 July 2025

p.5

6

the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors conducted deep dives in these subjects: early reading, mathematics, history and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their wider learning and looked at samples of pupils’ work. Inspectors also spoke with the curriculum leads for physical education and modern foreign languages and reviewed pupils’ work across the wider curriculum.  The lead inspector spoke with the chair of governors and two further members of the governing body. She spoke with a representative of the local authority.  Inspectors spoke with the special education needs co-ordinator (SENCo), and reviewed a range of documentation, including health and care plans, to evaluate provision for

p.6

6

pupils with SEND.  Inspectors reviewed a range of pupils’ attendance information. They observed the behaviour of pupils as they arrived at school, in lessons and at social times.  The views of staff who responded to Ofsted’s survey were considered. Additionally, inspectors reviewed the views of parents through Ofsted’s online survey, Ofsted Parent View, including the free text comments.

p.6

Inspection team

Jayne Ashman, lead inspector His Majesty's Inspector

p.6

Inspection team

Donna Moulds Ofsted Inspector 15 and 16 July 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7