Gotham Primary School

Gotham Primary School

Address: Kegworth Road, Gotham, Nottingham, Nottinghamshire, NG11 0JS Unique reference number (URN): 122644

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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 work hard to ensure that pupils attend school regularly. Systems to monitor pupils' attendance are rigorous. Leaders act swiftly before persistent absence becomes an issue. They develop positive relationships with families. This helps them to understand any barriers to good attendance that individual pupils may be experiencing. When appropriate, the school makes effective use of external support so that these barriers are overcome. Attendance is now generally above national averages for all pupils. This includes for the most disadvantaged and those with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Leaders have ensured that pupils know the importance of good behaviour. They make sure that pupils can recognise their own emotions and respond appropriately if they feel upset. Pupils understand their responsibility to be kind, thoughtful of others’ opinions and behave well in and around school. Pupils genuinely care about one another. Staff build positive relationships with the pupils. Pupils know that there is someone they can go to if they are worried. They also know that, should bullying occur, staff will deal with it effectively. This includes any kind of online abuse.

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Attendance and behaviour Expected standard

The school has established clear routines that pupils understand and follow. Pupils generally move around the school calmly. Playtimes are positive times. Pupils understand the importance of patience and waiting their turn. Pupils behave well in this school.

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Personal development and wellbeing Expected standard

Leaders' ambition is to ensure that pupils develop into responsible and considerate citizens. The curriculum is well established and supports this aim well. This means that leaders can respond quickly to any local or national issues. Threaded throughout the personal development programme is the importance of fundamental British values. Pupils develop a deep understanding of what it is like to be a British citizen. They recognise the importance of diversity and that everyone should be treated equally. The school ensures that pupils know about different faiths and religions. This helps pupils to know that there are similarities between faiths and that there is much that unites them.

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Personal development and wellbeing Expected standard

The school provides opportunities for pupils to make the school a better place. School councillors help pupils to think about individuals' impact on others, develop resilience and guide them in their actions. They create posters that are age appropriate to support pupils' understanding. Pastoral support is of high quality. This provides pupils with emotional guidance. Pupils develop resilience and the ability to tackle the day-to-day challenges that face them.

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Personal development and wellbeing Expected standard

The school ensures that pupils have opportunities to explore a range of talents. Music lessons and sporting clubs help pupils understand where their interests may lie. All pupils have equality of access to the school's offer, including the most disadvantaged. The school encourages pupils to establish their own clubs and competitions. This develops a sense of responsibility.

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Needs attention

The school makes sure that pupils know how to look after their own mental wellbeing and general health. Pupils understand the importance of looking after their bodies, eating healthily and exercising regularly. Pupils know how to identify and report concerning behaviour online. They recognise the importance of being vigilant and not sharing personal information. Pupils know how to keep themselves safe out of school and when working online.

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Achievement Needs attention

Most pupils generally achieve in line with national expectations. However, this is not always the case for some pupils. This includes some disadvantaged pupils and some with special educational needs and/or disabilities.

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Achievement Needs attention

Leaders have adapted the systems and processes for checking how well pupils are doing. Analysis is detailed. This informs teachers about what gaps in knowledge pupils may have. However, leaders have not been systematic in checking that these systems are being used well by all teachers. Some teachers do not always ensure that pupils correct misconceptions. They do not always have high enough expectations of what pupils can achieve. This means that some pupils do not develop the foundational knowledge they need to be ready for their next stage of learning.

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Achievement Needs attention

Pupils recall much of the wider curriculum, such as history, art and science. Pupils talk enthusiastically about these subjects. They can explain their learning well.

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Curriculum and teaching Needs attention

The school has established an ambitious and well organised curriculum. This means that teachers can adapt learning to cater for mixed-age classes well. Leaders have thought carefully about the key vocabulary they want pupils to be able to use and to support their learning. Pupils talk confidently about words such as 'manipulative' and 'demonic'.

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Curriculum and teaching Needs attention

The school has ensured that teachers have the knowledge they need to teach subjects well generally. Recent training has focused on developing a teaching cycle for lessons. For instance, teachers ensure that pupils revisit prior learning. They connect learning from previous lessons. Teachers check how well pupils remember what they have already learned. This means that, in most subjects, pupils recall their learning. Teachers generally adapt learning to suit the needs of pupils with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

However, leaders do not have a precise understanding of the quality of teaching across the school. They do not routinely check that all strategies are being implemented consistently by all staff. This means that not all pupils receive the support they need. This is particularly the case for phonics, early reading and handwriting. In some parts of the school, expectations for pupils' handwriting are too low. Not all pupils grasp the foundations for learning quickly enough.

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Early years Needs attention

Leaders have ensured that there are clear expectations and routines in the early years setting. The curriculum is ambitious and well organised. The school has identified the key knowledge it wants pupils to be able to know, remember and to do. Teachers plan activities that support the curriculum's aims. They provide guidance to staff for each activity. This means that staff guide learning effectively. Relationships are warm and positive. Interactions are generally high quality. Children work well independently and with each other.

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Early years Needs attention

Although leaders are ambitious for children to do well, these ambitions are not always realised. Too many pupils incorrectly form letters, cannot write coherent sentences or read fluently. This means that too many pupils are not ready for their next stage of learning. Although improving, children's achievement is just below national averages.

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Early years Needs attention

The school is keen to ensure that children can communicate effectively. Important vocabulary has been identified in the curriculum. This is shared during activities. Adults model language appropriately. Children use this language well to explain their learning.

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Early years Needs attention

Leaders ensure that pupils with special educational needs and/or disabilities are well supported. These pupils’ needs are well known and understood. Staff generally provide appropriate guidance and support.

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Inclusion Needs attention

Leaders are ambitious for disadvantaged pupils and those with a special educational need and/or disability (SEND). They have established a routine to check how well these pupils are doing. However, these ambitions are not always realised.

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Inclusion Needs attention

The school has developed a well-considered pupil premium strategy. This sets out how they intend to use the pupil premium funding to benefit disadvantaged pupils. Leaders provide regular training to ensure that staff are aware of how to reduce barriers that these pupils may have to their learning. Plans provide staff with additional guidance. However, staff do not routinely adapt learning for all pupils as agreed. This means that some of these pupils do not do as well as they could.

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Inclusion Needs attention

Leaders work closely with parents who have children with SEND. This includes before their child starts school. The school works well with external agencies. This helps them to understand the needs of pupils with SEND better. The needs of these pupils are well considered. Detailed, yet simple, plans share with staff the key information about pupils, and the support they need. This provides staff with essential knowledge to support pupils with SEND well. On the whole, these pupils' needs are well met and they generally do well.

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Leadership and governance Needs attention

Leaders, including those responsible for governance, are ambitious for their pupils to do well. All actions are focused on ensuring that this school gets better. However, this ambition is not always realised. While leaders are aware of the relative strengths and areas for improvement, their work lacks rigour. Leaders do not always check precisely enough how well their actions are being implemented. This means that improvement is sometimes slow or inconsistent.

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Leadership and governance Needs attention

Governors have established a routine to their work. They understand their statutory duties and ensure that the school keeps pupils safe. They work closely with school leaders to get the information they need to support the school appropriately. However, they need to check more closely on the impact of leaders' actions so that the pace of improvement increases.

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Leadership and governance Needs attention

The school has established positive relationships with parents. Parents talk about a sense of community. They value the information they get about their child, particularly those who have children with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Leaders value the work of all staff. They prioritise training based upon the identified improvement needs for the school. Leaders and governors are considerate of staff's workload and wellbeing. Staff are proud to be part of the school.

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

Pupils enjoy coming to this caring school. They attend regularly and feel safe. The school’s motto of 'being the best we can be together' helps establish a bond between learners and staff. Pupils demonstrate a sense of community. They care for one another and develop a deep sense of respect.

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

Pupils typically behave well in and around school. Pupils understand the importance of following rules and doing the right thing. Learning is generally calm and purposeful. Play times are a joyful time. Older pupils help younger ones.

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

Pupils with special educational needs and or disabilities are well supported. However, this is not always the case for disadvantaged pupils. Although these pupils’ needs are well known, teachers do not always adapt learning as agreed so that all pupils can access learning and do well. The teaching of early reading and handwriting is also inconsistent. This means that some pupils are not ready for their next phase of learning, particularly between the early years and key stage 1.

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

Pupils enjoy their learning. Lessons are generally well organised. Leaders are ambitious for pupils to achieve well. They have a clear view of the quality of teaching and learning. However, they do not check rigorously how well improvements have been implemented. They do not identify precisely enough the impact of improvement strategies. This means pupils’ experiences throughout the school are inconsistent.

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

Pupils benefit from a wide range of experiences in and around the school. Trips and visits enable pupils to learn about the wider world. Visits to local museums and castles place learning into context. The curriculum, and visitors to the school, enable pupils to understand the importance of respecting diversity. Pupils typically make comments such as, ‘It’s important to learn about each other and respect difference.’ Clubs such as chess, art and sport help pupils develop wider interests.

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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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Next steps

Leaders should check with greater rigour and precision that the improvement plan is having the desired impact so that the quality of curriculum and teaching improves quickly. Leaders should ensure that teachers adapt learning activities to support all pupils effectively, particularly the most disadvantaged pupils. Leaders should ensure that children develop the foundational knowledge they need in the early years provision so that they are ready for their next stage of education. Leaders should ensure that pupils' attainment in phonics and writing improves so that more pupils develop these essential skills and ready for their next stage of education, particularly the most disadvantaged and those with low prior attainment.

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About this inspection

The chair of the board of governors in this school is Allan Kerr.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, special educational needs and disabilities coordinator, a selection of staff, parents and pupils, representatives of the governing body including the chair and a local authority representative during the inspection.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

Headteacher: Janette Allen This data is from 9 June 2026

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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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average

2022/23 (final) 58% 60% Close to average

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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

2024/25 (final) 74% 75% Close to average

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average

2023/24 (final) 70% 74% Close to average

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average

2022/23 (final) 71% 73% 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) 67% 72% Close to average

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average

2022/23 (final) 71% 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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average

2024/25 (final) 71% 74% Close to average

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average

2023/24 (final) 74% 73% Close to average

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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 (final) 43% 47% Close to average

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average

2022/23 (final) 43% 44% 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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national average

2024/25 (final) 71% 63% Close to average

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national average

2022/23 (final) 71% 60% 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) 57% 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

2024/25 (final) 71% 61% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 5.1% 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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national average

2024/25 (3 term) 11.0% 13.0% Close to average

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national average

2023/24 (3 term) 12.1% 14.6% Close to average

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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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