Robert Shaw Primary and Nursery School

Robert Shaw Primary and Nursery School

Address: Southfield Road, Western Boulevard, Nottingham, Nottinghamshire, NG8 3PL Unique reference number (URN): 144461

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders place a sharp focus on ensuring that pupils attend school regularly. Leaders work closely with families whose children have low attendance. The school liaises appropriately with a range of agencies to seek additional support. Leaders have recently further refined their approaches to improve attendance. Attendance is beginning to improve but some pupils continue to be often absent from school.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils to behave well. The school’s values of 'respectful, responsible, and resilient' guide pupils in their actions. The behaviour policy is consistently applied by staff. Pupils behave well in and around school. They are generally polite, welcoming and keen to talk about their learning. Pupils move around school sensibly. They behave well in lessons and demonstrate positive attitudes towards their learning. Pupils described the school as a place where, ‘people are kind’ and where differences are respected.

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Attendance and behaviour Expected standard

At unstructured times, pupils play well together. Bullying is not tolerated. Should this occur, pupils are confident it would be dealt with appropriately.

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Curriculum and teaching Expected standard

Leaders have an accurate and informed understanding of the quality of the curriculum and teaching across the school. They have put a well-organised and ambitious curriculum in place. The curriculum provides the knowledge pupils need to know. It is divided into clear topic themes. These excite and enthuse pupils.

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Curriculum and teaching Expected standard

Leaders check routinely that the curriculum is taught effectively. They provide teachers with support and training where appropriate. This ensures that teachers have the subject knowledge to teach the curriculum well. Teachers use appropriate strategies to check how well pupils are doing. However, not all teaching routinely identifies gaps in pupils’ knowledge. On occasion, teaching does not suitably adapt future tasks to ensure that gaps are filled. At times, pupils lack important knowledge, hampering future success.

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Curriculum and teaching Expected standard

Leaders ensure that staff take appropriate action to secure pupils’ foundations in reading, writing and mathematics. In phonics, pupils read books that match what they know. Typically, pupils read fluently, write securely and use appropriate grammar. If they fall behind, they receive additional support. Teachers make sure that pupils have the vocabulary they need to develop their learning.

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Early years Expected standard

Leaders have ensured that the early years setting is a busy and engaging place. The curriculum is ambitious. For example, it sets out key milestones. This helps identify when children are making good progress. Should they fall behind, children receive the support they need to catch up. They make positive progress from their starting points. The curriculum sets out what children should to be able to know and remember. For example, it identifies key vocabulary. In most cases, staff teach this effectively. For instance, in one activity, the vocabulary of seed-planting such as 'soil', 'trowel' and 'plant' supported learning well. Staff generally guide learning effectively. They mostly ask helpful questions that probe children’s understanding and encourage independence. However, sometimes staff provide less helpful support. In these cases, interactions are of lower quality. Mostly, children interact with each other and staff enthusiastically. Children are keen to share their

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Early years Expected standard

Leaders ensure that high-quality texts are central to the curriculum. This ensures that children start to love reading as soon as they begin in the early years. The school involves parents in its approach to reading. This helps children to be ready for Year 1.

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Inclusion Expected standard

Leaders ensure that inclusion is central to their work. They make sure that all pupils and families feel welcome. This includes those who are disadvantaged, those with special educational needs and/or disabilities (SEND) and pupils who are new to the school. These pupils feel a sense of value and participate fully in school life. Pupils talk positively about feeling part of the community.

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Inclusion Expected standard

The school identifies barriers pupils may have to learning. It ensures that teachers overall have the knowledge they need to support these pupils well. Teachers adapt learning activities, so pupils are fully involved in lessons. When appropriate, leaders seek support from external agencies. Should pupils need additional support, this is well considered. Leaders reflect on the impact of their actions and adapt future strategies. This ensures that vulnerable pupils typically do well.

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Inclusion Expected standard

The school sensitively supports disadvantaged pupils through the use of additional funding. The overarching strategy for this is well-considered. These pupils mostly achieve well. The use of any additional funding for pupils with SEND is regularly reviewed.

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Leadership and governance Expected standard

Leaders have a clear sense of strategic direction. They understand what is going well and what needs to be improved. At the heart of leaders' approach are the needs of pupils. Leaders' priorities are known and understood by staff. The programme of professional development is well-structured. It provides staff with the training they need to support improvement. However, at times, there is a lack of detailed analysis to accelerate improvement. This means that not all strategies have the impact they could.

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Leadership and governance Expected standard

Leaders have established constructive relationships with parents and carers and with the wider community. Leaders draw on these relationships to develop a sense of belonging in pupils. Parents say their children are very happy in school. Pupils feel safe and enjoy their education. The school communicates well with them and keeps them up to date with how well their children are doing.

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Leadership and governance Expected standard

Leaders support staff wellbeing. Staff feel valued. They typically comment that leaders consider their work-life balance. If they have any particular issues or needs, they say ‘the

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Needs attention

leadership team are really supportive about this’.

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Needs attention

Those who are responsible for governance know the school well. This relationship ensures that they provide appropriate challenge and support.

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Personal development and wellbeing Expected standard

Leaders have established a well-organised programme for pupils’ personal development and wellbeing. This reflects the needs of the community and gives pupils meaningful experiences. Every class benefits from regular visits or visitors. Residential trips are thoughtfully planned from Year 2 through to Year 6. Pupils speak enthusiastically about how learning is enriched, such as through outdoor learning at the local allotments.

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Personal development and wellbeing Expected standard

Leaders ensure that there is a wide range of clubs and activities on offer. These are well attended and carefully monitored to ensure everyone can attend. Disadvantaged pupils typically participate fully.

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Personal development and wellbeing Expected standard

Central to the school’s approach to personal development are the school’s values. Pupils understand these values and explain the difference between right and wrong. The school provides opportunities for pupils to participate in debates. They discuss sensitive issues such as racism and the right to vote.

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Personal development and wellbeing Expected standard

The school’s pastoral systems are well developed. It carefully identifies pupils’ needs. Pupils who need additional help receive it promptly, for example through counselling. Pupils overall receive high-quality support.

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Personal development and wellbeing Expected standard

The school ensures that pupils know how to keep themselves safe. This includes in the community and when working online. ‘Mini-police’ teach others how to look after themselves. This helps build understanding of how the police support their community.

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Personal development and wellbeing Expected standard

Leaders weave careers education through the curriculum and assemblies. This helps pupils think about their futures and what they need to do to achieve their goals. It also helps them to raise their aspirations.

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Personal development and wellbeing Expected standard

Leaders have established a positive sense of community. Pupils feel welcome and valued. Work with local religious leaders helps pupils develop an understanding of the importance of diversity. Pupils draw links with their own values, those of others and fundamental British values, such as democracy and tolerance. They are well prepared for life in modern Britain.

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Achievement Needs attention

Too many pupils do not achieve well enough by the end of key stage 2. This means that pupils are often not ready for their next stage of learning. Recent changes to the curriculum are starting to bring about improvement. However, these have not currently impacted on achievement by the end of Year 6. Leaders make sure that pupils who may be disadvantaged or have special educational needs and/or disabilities achieve well. These pupils typcally do well in national assessments.

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Achievement Needs attention

Leaders have focused on ensuring the youngest pupils develop the foundations they need for learning. Children in the early years make sound progress from their starting points. They achieve well. Pupils do well in phonics at the end of Year 1.

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What it's like to be a pupil at this school

Pupils enjoy coming to this vibrant and caring school. Leaders ensure that any barriers to learning are well considered. They support pupils who are disadvantaged and those with special educational needs and/or disabilities well. However, too many pupils do not achieve well by the time they leave key stage 2. Also, too many pupils are often absent. This means that some pupils are not ready for their next stage of learning.

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What it's like to be a pupil at this school

Pupils develop respectful attitudes. They behave well and feel safe. Pupils walk calmly and with purpose around the school. They learn to make the right choices. For example, merits and rewards aligned to the behaviour system help pupils to behave well throughout the school day. As one pupil typically stated, ‘We don’t have rules. We have our school values. They help us make the right choices.’ Pupils greet visitors and staff warmly. They hold doors open for them.

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What it's like to be a pupil at this school

Leaders provide a wide range of experiences that pupils can participate in. This helps them to broaden their horizons and understand the world beyond their community. Outdoor learning and residential visits build their confidence and independence. Pupils talk positively about the many clubs on offer. These include athletics, gardening, reading and choir.

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What it's like to be a pupil at this school

Pupils feel welcome and valued. Different cultures and beliefs are respected. Pupils enjoy debating moral issues and can explain the difference between right and wrong. The school ensures that pupils know how to keep themselves safe. Staff know pupils well. Pupils know there is always someone to talk to if they are worried.

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Next steps

Leaders should ensure that more pupils achieve the expected standard in reading, writing and mathematics. Leaders should ensure that teachers accurately identify gaps in pupils’ knowledge and design tasks that ensure that these gaps are filled across the curriculum. Leaders should continue to develop strategies to reduce the number of pupils who are persistently absent from school so that more pupils attend regularly.

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Team inspectors:

Joanna Hall, Ofsted Inspector Ruth Hurcombe, Ofsted Inspector Tim Leah, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

This school is part of Transform Multi-Academy 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), Rebecca Meredith CBE, and overseen by a board of trustees, chaired by Mike Butler.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, the special educational needs coordinator, the assistant headteacher, the CEO, the director of school improvement from the trust, the chair of the board of trustees, other members of the board, and members of the local governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses no alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 69% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 79% 72% Close to average

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average

2022/23 (final) 69% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 54% 47% Close to average

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average

2023/24 (final) 53% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 62% 63% Close to average

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average

2023/24 (final) 73% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 53% 59% Close to average

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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