The Nethersole CofE Academy

The Nethersole CofE Academy

Address: High Street, Polesworth, Tamworth, B78 1DZ Unique reference number (URN): 139127

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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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Achievement Expected standard

Leaders have prioritised improving how well pupils are learning to address the historic weaknesses in the teaching of the curriculum. This work is having a positive impact with improved outcomes in national tests at the end of key stage 2 in reading, writing and mathematics for those pupils working at the expected standard. Although outcomes at the end of year 6 for disadvantaged pupils are variable, books show that disadvantaged pupils are generally making appropriate progress. Pupils across the school gain appropriate knowledge and skills. While this work is having a positive impact on many pupils, for some pupils the handwriting and letter formation needs to be more consistent.

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Achievement Expected standard

Pupils are given the support they need to learn to read fluently and with expression. They use their knowledge of sounds to decode and blend unknown words confidently. In mathematics, pupils acquire the fundamentals that they need to reason and solve problems with accuracy.

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Attendance and behaviour Expected standard

Attendance is monitored closely. Leaders use clear systems to identify concerns, work constructively with families and make reasonable adjustments where needed. They draw on external agencies when appropriate and maintain positive relationships with parents. Attendance has improved over time, with a clear focus on ensuring vulnerable pupils attend as well as their peers.

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Attendance and behaviour Expected standard

Staff hold high expectations for pupils and, as a result, they generally behave well. This starts with the very youngest children. Manners are encouraged at all times. These are clearly demonstrated across the school. Pupils move sensibly around the school and settle quickly to their learning tasks in class. Outside, pupils play collaboratively and show strong teamwork, sharing resources and supporting one another. Across the school, staff apply the behaviour policy consistently. Where necessary, leaders make appropriate and reasonable adjustments in order to support individual pupils. This support is effective. If pupils do struggle to manage their behaviour, tailored support helps them to quickly get back on track. Pupils say that bullying rarely happens at their school. They are confident that staff will help them sort any concerns out.

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Curriculum and teaching Expected standard

Leaders have designed and implemented an ambitious curriculum that is broad and balanced. They are clear about what they want pupils to learn. Leaders have prioritised mastery of the basics that pupils need to learn in reading, writing and mathematics.

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Curriculum and teaching Expected standard

Pupils are given opportunities to re-visit learning regularly. Generally, this helps pupils to build up their learning over time. If pupils find learning difficult, teachers support them well to build confidence and fill gaps in knowledge and skills. Some gaps do remain, for example with letter formation and handwriting. However, there is an improving picture. Leaders ensure that staff have secure subject knowledge so that they can teach confidently. Professional development is considered carefully. This means that it has a direct impact on what is happening in the classroom. This has resulted in improved consistency. Staff use clear explanations and show pupils how to answer questions. On occasion, the checking of pupils' work is not precise enough.

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Curriculum and teaching Expected standard

Staff are deployed effectively so that pupils who face barriers to learning get the nurture, support and adaptations that they need to learn alongside their peers. Interventions are carefully mapped out across the school and generally delivered effectively.

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Early years Expected standard

Early years leaders are knowledgeable and lead with passion. They have designed an ambitious curriculum that builds secure foundations for children across all areas of learning. Leaders quickly gain an understanding of children’s varied starting points. Staff build warm, nurturing relationships with children, ensuring that they feel safe and settled. Staff also get to know the families and build relationships effectively.

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Early years Expected standard

Children engage fully in a wide range of learning activities. Staff take every opportunity to develop language and high-quality interactions between adults and children are plentiful. These help to develop children’s vocabulary and thinking. A carefully considered outdoor environment allows children to explore, build foundational skills and develop confidence. Phonics is taught well. Reading for pleasure is promoted through sharing quality texts. Teachers model sounds accurately and support children to work out what simple words say. By the end of Reception, most children are well prepared for Year 1.

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Early years Expected standard

Staff have high expectations of behaviour. Routines are well embedded and manners are encouraged at all times. Children demonstrate growing independence and follow the school routines and expectations well.

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Inclusion Expected standard

Leaders and staff create an inclusive, nurturing environment where every pupil feels welcomed and understood. Staff take great care in identifying the barriers that may prevent some pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities (SEND), from succeeding academically, socially and emotionally. Early identification of pupils' needs means that leaders can act quickly to put support in place. This enables pupils to be successful, including those who attend the specially resourced provision for pupils with SEND. This is a welcoming area where pupils develop confidence and build foundational skills. Leaders carefully monitor the success of the support pupils receive.

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Inclusion Expected standard

Leaders ensure that staff are well equipped to meet the range of pupils' needs, through professional development and advice from external specialists. Pupils with SEND benefit from adjustments to teaching that help them to learn well. When necessary, they receive tailored teaching that enables them to become more confident learners. Disadvantaged pupils are included in all that is on offer at the school through effective use of additional funding. Pupils, regardless of their different needs, are welcomed and included at the school.

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Leadership and governance Expected standard

Leaders know their school well. They have an accurate grasp of the school’s strengths and areas for development. Leaders are determined to make a difference and improve the experiences for all pupils, including those who are disadvantaged, those with SEND and those known or previously known to social care. They make carefully considered decisions that are rooted in what pupils need. Work on improving the quality of teaching and changes to the way the curriculum is being taught is having a positive impact. Leaders recognise there is further work to do, particularly for disadvantaged pupils.

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Leadership and governance Expected standard

The current leadership provides a clear vision. Carefully planned actions for whole school improvement are having a positive effect. There are notable improvements to the quality of education and pupil outcomes. The Local Academy Board members have a sound knowledge of the school's community. They provide challenge and ask relevant questions of the leaders in school. Statutory duties are fulfilled. Attendance at parent events provide visibility in the school. Further development of their roles and responsibilities will strengthen leadership further.

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Leadership and governance Expected standard

Leaders provide high-quality training for staff, which has resulted in increased consistency in teaching. This helps develop the newest teachers to the school in teaching and supporting pupils confidently. Staff progress in their careers at the school and are encouraged to take up any opportunities offered to them. They appreciate the way leaders consider their workload and prioritise their wellbeing. This makes staff feel valued and proud to work at the school.

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Personal development and wellbeing Expected standard

Leaders have established a thoughtful personal, social, health and economic curriculum that starts with the very youngest children. This curriculum helps pupils to understand the school values.

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Personal development and wellbeing Expected standard

Pupils learn how to be a good friend and co-operate well together. They understand the importance of keeping healthy through a balanced diet, exercise and hydration. Pupils know how to keep themselves safe both online and offline. Pupils understand and celebrate people’s differences. For example, the school has recently celebrated ‘Cleft awareness week’ and ‘Cerebral Palsy Month’. Pupils are able to discuss fundamental British values and what they mean to them. They demonstrate care towards classmates from different backgrounds and those with disabilities. The school's curriculum for relationships and health education helps pupils understand healthy lifestyles and how to build safe and trusting relationships.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of leadership roles that support them to develop personally and socially. For example, some pupils are part of the school council, are a worship leader or promote a care for the world through the eco council. In Year 6, pupils enjoy their role of prefect or house captain. These roles help pupils to develop their sense of citizenship. Pupils are proud of their contributions to school life. Many are a positive role model for younger pupils who aspire to become a pupil leader themselves.

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Personal development and wellbeing Expected standard

Throughout the year, pupils take part in a rich variety of activities that strengthen their sense of community and broaden their understanding of the world around them. Visitors talk about their roles in the community and how they help people. Pupils have the opportunity to take part in a range of sporting events and the whole school goes to the pantomime. Leaders are exploring ways to give all pupils frequent access to activities that will enhance their educational experiences.

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

Pupils enjoy coming to school and say they belong. This is because they feel safe and looked after. Pupils attend well. Generally, pupils achieve well and this continues to be a focus for the school. Staff prioritise relationships and are driven with an ‘overwhelming desire to do what's right by the children’. Younger children seek comfort from familiar adults, while older pupils eagerly share their ideas and discoveries. This positive atmosphere gives all pupils a strong sense of belonging.

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

Staff understand each pupil’s background and use this knowledge to create an environment that supports their wellbeing. Staff talk to pupils about their emotions and provide quiet areas where they can rest or reset when needed.

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

Pupils are respectful. They have excellent manners and demonstrate the school values consistently. ‘Marvellous Manners’ and ‘Wow Walking’ is evident in all aspects of school life. Pupils understand the importance of looking after each other and show how to be kind. Bullying is rare. Pupils know that if they do have worries that the adults will listen and help them. Pupils enjoy the many opportunities provided to them at lunchtime. Pupils of all ages play together, demonstrating cooperation and teamwork. They say that the adults make it fun and like to join in.

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

In class, pupils listen to the adults and each other. They want to do well. They enjoy learning and are confident talking about what they know on a wide variety of topics such as the first female in space.

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

Pupils are given a wide range of opportunities. They enjoy leadership responsibilities and are proud to contribute to school life. Pupils recognise the importance of learning about disabilities and speak with enthusiasm about these. Visitors into school help pupils to understand the contribution they can make to the community. This helps to raise aspirations.

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Next steps

Leaders should continue to strengthen the Local Academy Board so members understand their role within the trust.

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Lead inspector:

Karen Hambleton, His Majesty's Inspector

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Team inspectors:

Tracey Porter, Ofsted Inspector Janice Wood, Ofsted Inspector Leaders should ensure that staff precisely and routinely check work so as to pick up any misconceptions swiftly and accurately. Leaders should ensure that pupils' handwriting and letter formation are consistently developed. Leaders should ensure that outcomes continue to improve for the most vulnerable pupils.

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About this inspection

This school is part of Birmingham Diocesan 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, Tim Boyes, and overseen by a board of trustees, chaired by Sarah Smith (Diocesan Director of Education).

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About this inspection

The chair of the local academy board in this school is Gill Sparrow.

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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 updated 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 school leaders, including the Headteacher, Deputy Headteacher/SENDCO, Assistant Headteacher/Early Years Lead, as well trust employees, staff and pupils, representatives of the local academy board, including the Chair of Governors and the CEO and chair of the Trust.

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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 includes a specially resourced provision for pupils with special educational needs and/or disabilities. This is for up to 8 pupils with 3 pupils currently in the provision.

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About this inspection

The school currently uses no alternative provision.

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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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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. National average: 26.3%

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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

2024/25 (final) 67% 62% 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) 78% 75% 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

2024/25 (final) 72% 72% 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) 69% 74% 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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national average

2023/24 (final) 36% 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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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

2023/24 (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) 57% 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

2024/25 (3 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 6.2% 5.5% Close to average

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national average

2022/23 (3 term) 6.3% 5.9% 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) 13.6% 13.0% Close to average

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national average

2022/23 (3 term) 17.8% 16.2% 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.

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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.

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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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