Arnbrook Primary School

Arnbrook Primary School

Address: Bestwood Lodge Drive, Arnold, Nottingham, Nottinghamshire, NG5 8NE Unique reference number (URN): 140357

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Pupils achieve well. Their outcomes in national tests at the end of Year 6 are typically in line with national averages in most areas. Disadvantaged pupils achieve above-average outcomes in reading and writing at the end of Year 6, and close to the national average in mathematics.

p.2

Achievement Expected standard

Pupils’ clear progress through the wider curriculum is evident from their written work and from talking about their learning. Pupils build increasingly secure knowledge across a range of topics and themes. They are well prepared for the next stages of learning. Staff adapt their teaching for pupils with special educational needs and/or disabilities so that they can access the curriculum alongside their peers.

p.2

Achievement Expected standard

Additional support to improve aspects of mathematics and handwriting is having an impact on pupils’ knowledge and skills. Leaders are still working to ensure that teachers’ expectations for the quality of work that pupils should produce are consistently applied in all subjects.

p.2

Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum. This enables pupils to build increasingly secure knowledge and skills and successfully apply what they have already learned to new concepts. Leaders check the quality of teaching regularly. They ensure that the curriculum is generally taught well across the school.

p.2

Curriculum and teaching Expected standard

Teachers are well trained and have secure subject knowledge. Staff use their accurate knowledge of pupils’ needs and starting points to inform and adapt their teaching. They regularly check pupils’ understanding in lessons and use this to help any who need extra support to catch up. Disadvantaged pupils and those with special educational needs and/or disabilities receive suitable support to overcome any barriers to learning. As a result, these pupils progress well from their starting points.

p.2

Curriculum and teaching Expected standard

Leaders ensure that pupils secure the fundamentals of reading, writing and mathematics. They ensure that reading is a high priority. The approach to early reading is well established. Leaders have ensured that staff have the expertise and resources to deliver the school’s systematic phonics programme. Pupils of any age who need extra help receive phonics teaching for as long as it is needed. As a result, pupils develop well as fluent, confident readers.

p.2

Early years Expected standard

Leaders are ambitious for children to have the best possible start to their education. Leaders ensure that the early years curriculum is carefully designed to support children’s learning and development across the 7 areas of learning. Leaders closely track children’s progress through the curriculum. Well-trained staff confidently adapt the curriculum and teaching according to the children’s needs. For example, there is currently a high number of children who speak English as an additional language. Staff work sensitively with parents, carers and children to support their early language development.

p.2

Early years Expected standard

Leaders quickly and accurately identify children’s starting points. They make sure that children who may have barriers to learning receive the right support as quickly as possible. This includes any children who have special educational needs and/or disabilities. Positive, caring relationships enable children to settle quickly and thrive at school.

p.3

Early years Expected standard

Children in the Nursery and Reception classes benefit from the well-considered activities that staff provide for them. Through their careful questioning and conversation, staff generally interact with children skilfully and promote language development well. Reading is a high priority. Children begin to learn sounds and phonics straight away. They are well prepared for the next steps in Year 1.

p.3

Inclusion Expected standard

This is an inclusive school where leaders and staff know their pupils well. This enables them to understand the barriers that may affect pupils’ learning or wellbeing. Leaders have accurate oversight of key groups, such as those eligible for pupil premium, those with special educational needs and/or disabilities and those known or previously known to children’s social care. Leaders have high expectations of all pupils to achieve their potential, regardless of any disadvantage.

p.3

Inclusion Expected standard

There are well-designed systems to identify and assess pupils’ needs. Leaders provide training for staff on how to adapt their teaching so that all pupils can access the curriculum. These adaptations are consistently and effectively applied in lessons. Leaders regularly check how well pupils progress through the curriculum. Any necessary support is provided to help disadvantaged pupils catch up with their peers. Leaders generally ensure that the extra funding they receive for disadvantaged pupils is used wisely. While the pupil premium grant has a positive impact on supporting disadvantaged pupils' learning and wellbeing, its impact on improving attendance is less evident.

p.3

Inclusion Expected standard

The school works closely with families and a range of specialist services. This informs the teaching and shapes pupils’ next steps in their education.

p.3

Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas needing development. Their plans for improvement are appropriate and ambitious. These include a strong focus on improving attendance and strengthening pupils’ achievement in aspects of mathematics.

p.3

Leadership and governance Expected standard

Those responsible for governance make sure that they fulfil the key duties required of them by law, such as safeguarding. They provide appropriate support and challenge for leaders. Officers from the trust visit school regularly and play an important role in working with leaders to drive improvement. The impact of their actions is seen in the quality of teaching across the school and in pupils’ work. Leaders continue to work proactively with parents and carers. The imminent introduction of a local governing body, to include parents, is designed to further strengthen and enhance the leadership of the school. There is a much-needed focus on working with parents to improve pupils’ rates of attendance.

p.3

Leadership and governance Expected standard

Leaders are positive role models and have high expectations of staff and pupils. Staff express confidence in the leadership of the school. They say that they feel valued and that their workload and wellbeing are prioritised. They appreciate the high-quality training and professional development provided for them. Staff say that decisions are taken in the best interests of pupils.

p.4

Personal development and wellbeing Expected standard

Leaders have designed a coherent and appropriate personal development programme. This includes the teaching of age-appropriate themes in relationships and sex education. Leaders ensure that pupils become aware of how to stay safe online and around roads and water, from the earliest age. Pupils learn about how to stay physically and mentally healthy. Leaders ensure that these important themes are regularly revisited through lessons, assemblies and events.

p.4

Personal development and wellbeing Expected standard

Pupils understand and respect diversity and equality. They learn about a range of faiths and religions. Pupils are developing their understanding of fundamental British values, such as democracy and rule of law, as well as differences that are protected by law. However, this knowledge is not fully secure and detailed.

p.4

Personal development and wellbeing Expected standard

Pupils exemplify the school’s values of ‘respect, enjoy, achieve, inspire’. They are proud to be known as the ‘awesome Arnbrookers’ who follow 6 positive behaviours for learning. This programme, designed by the school, captures pupils’ imagination and excitement by means of 6 lively characters who help pupils to learn the important qualities that leaders wish them to acquire. This enhances pupils’ development of important traits such as creativity, determination and collaboration.

p.4

Personal development and wellbeing Expected standard

Leaders provide a range of activities and experiences to enhance and extend pupils’ talents and interests. Clubs such as sports and music are widely available. Pupils develop qualities of leadership and responsibility through their roles as school council members, play leaders and diligent lunchtime helpers. Others take part in local charity events with pride and enthusiasm.

p.4

Personal development and wellbeing Expected standard

Disadvantaged pupils and those with special educational needs and/or disabilities are well supported to access and enjoy all aspects of the school’s personal development programme.

p.4

Attendance and behaviour Needs attention

Over time, attendance rates for all groups of pupils have been below the national average. Although leaders have high expectations, overall rates of persistent absence are too high, particularly for pupils with special educational needs and/or disabilities. Leaders have an informed and accurate understanding of the barriers that prevent some pupils from attending school as often as they should. Leaders are using their analysis to introduce a range of actions to tackle poor attendance. These actions, while appropriate, are at an early stage. They have not yet resulted in the necessary improvements in overall attendance. The importance of regular attendance is promoted clearly with parents, carers and pupils.

p.5

Attendance and behaviour Needs attention

Pupils behave well and are a credit to the school. There is a happy, calm and busy atmosphere around school. Pupils follow familiar routines with confidence, showing kindness and respect to each other. They have positive attitudes to learning. Pupils enjoy lessons and try hard in their work. Pupils, parents and carers agree that bullying is not a problem because staff support and care for pupils. Playtimes are happy, social times that enhance pupils' social and emotional development well.

p.5

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

Pupils are happy and enjoy school. Leaders and staff know the pupils well. They provide a caring culture that puts pupils’ wellbeing and their safety first. The school has a friendly atmosphere that encourages pupils to develop a sense of belonging to the school community. Pupils say that they feel safe at school. Bullying is not a concern to pupils here. Pupils can seek help from trusted adults if they have any worries.

p.5

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

Pupils behave very well. They show kindness and respect for each other and adults. They are polite and welcoming to visitors. Pupils are confident ambassadors for the school’s values of ‘respect, enjoy, achieve, aspire’. Pupils enjoy their learning. They work hard in lessons and take pride in their written work. Pupils achieve well, particularly in reading. This means that they are well prepared for their next steps beyond the school. Staff skilfully adapt their teaching for pupils with special educational needs and/or disabilities and any pupils who experience barriers to their learning and wellbeing. This enables pupils to make clear progress from their starting points.

p.5

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

Children in the early years make a positive start to their education. They receive support from caring staff who make sure that they are well prepared for Year 1.

p.5

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

The school promotes pupils’ wider personal development effectively. The very well-designed outdoor spaces provide a wealth of opportunities for pupils to play, develop their physical fitness and socialise with their friends. This aspect of the school promotes pupils’ physical and mental health and wellbeing very well.

p.5

Lead inspector:

Christine Watkins, His Majesty's Inspector

p.6

Team inspectors:

Natalie Hackett, Ofsted Inspector Becky Lyon, Ofsted Inspector

p.6

Facts and figures used on inspection

Some pupils do not attend school as regularly as they should. This can affect their ability to engage with learning and achieve as well as they should.

p.6

Next steps

Leaders should ensure that their attendance strategy has the intended impact, leading to improved attendance over time, particularly for those who are disadvantaged or who have special educational needs and/or disabilities. Leaders should ensure that teachers have consistent expectations of pupils’ application of writing skills across the wider curriculum, so that pupils' work is of an equally high quality across all areas of the curriculum.

p.6

About this inspection

The school is part of the ONE 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, Graham Boyd, and overseen by a board of trustees, chaired by Andrew Taylor.

p.6

About this inspection

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

p.6

About this inspection

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

p.6

About this inspection

Inspectors spoke with the headteacher and other school leaders, trustees and officers of the multi-academy trust, pupils, staff, parents and carers.

p.6

About this inspection

The school does not use any alternative provision.

p.6

About this inspection

There have been no relevant changes since the previous inspection.

p.6

About this inspection

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

p.6

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.

p.7

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.

p.7

What does this mean?

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

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

average

2024/25 (final) 55% 62% Close to average

p.9

average

2022/23 (final) 53% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 79% 75% Close to average

p.9

average

2022/23 (final) 75% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2023/24 (final) 67% 72% Close to average

p.9

average

2022/23 (final) 75% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (final) 69% 74% Close to average

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (final) 35% 47% Close to average

p.10

average

2023/24 (final) 56% 46% Close to average

p.10

average

2022/23 (final) 41% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

national average

2023/24 (final) 69% 62% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (final) 59% 61% Close to average

p.11

average

2022/23 (final) 55% 59% Close to average

p.11

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.

p.11

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

Persistent absence

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

p.14

national average

2023/24 (3 term) 17.7% 14.6% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

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 . 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.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15