Jacksdale Primary and Nursery School

Jacksdale Primary and Nursery School

Address: Main Road, Jacksdale, Selston, Nottingham, Nottinghamshire, NG16 5JU Unique reference number (URN): 122580

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

Attendance and behaviour Expected standard

Leaders promote a sense of community. Pupils enjoy coming to school. This can be seen in the overall attendance figures. The school has formed positive relationships with families. Any barriers to pupils attending school are well understood and appropriate support is put in place. Leaders pay close attention to the needs of more vulnerable pupils, such as disadvantaged pupils and looked-after children. This helps to ensure that the overall attendance of these pupils is at least in line with, or higher than, national averages.

p.2

Attendance and behaviour Expected standard

Leaders have effective systems in place to promote positive behaviour and attitudes to school. Pupils respond willingly to these. They are typically polite, respectful and well mannered. Relationships between staff and pupils are warm and supportive. Pupils move around the school with care and awareness of others. Most remain focused on their learning during lessons. Staff use consistent strategies to manage pupils’ behaviour. They adapt their practice suitably to meet pupils’ differing needs. Staff provide effective support if pupils struggle to manage their emotions. Pupils communicate their feelings through 'mood meters' and access 'brain breaks' to help them regulate their emotions. Incidents of bullying and name-calling are rare. Leaders deal with these incidents thoroughly. Pupils know that any form of discrimination is not tolerated.

p.2

Early years Expected standard

Right from the beginning of the Nursery Year, children get off to a flying start. Staff have a clear understanding of children's development, particularly the differing needs of Nursery- and Reception-age children, and work effectively with parents and carers. Staff ensure that children feel safe and secure from the very start. Children settle well and develop positive learning behaviours that set them up well for future learning.

p.2

Early years Expected standard

Leaders have ensured that the curriculum is well sequenced and designed around the local context and children's starting points. Children's needs are identified quickly, and effective support is put in place to support children when necessary. Children typically achieve well from their varied starting points.

p.2

Early years Expected standard

Provision is tailored carefully to match children’s varying stages of development. Staff integrate a range of learning opportunities to support the development of reading. There is an immediate emphasis on reading when children begin school. There is scope to further maximise the promotion of children's number and early writing skills.

p.2

Early years Expected standard

Language development is central to the curriculum. Staff typically make the most of every opportunity to model language, engage children in meaningful conversations and broaden children's vocabulary. Children are attentive, motivated and resilient learners who work well together, showing kindness and respect for one another.

p.2

Inclusion Expected standard

Leaders demonstrate a clear commitment to ensuring that pupils’ needs are met, both in their learning and in their wider lives. They identify pupils' individual needs quickly when they join the school and as their needs change. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, receive effective pastoral support, bespoke interventions and suitable adaptations to teaching. This ensures that these pupils participate in all aspects of school life. Pupils accessing some of their learning in the 'Sunshine Room' receive tailored support that helps them to make progress in their learning. There are well-designed systems to monitor pupils’ progress. Leaders support and train staff to adapt their teaching accordingly.

p.3

Inclusion Expected standard

Leaders and governors understand the range of needs of pupils within the school, including pupils known to, or previously known to, social care. They work with parents and carers, external agencies and local partnerships to secure specialist support when needed. The school uses research to decide on actions that will make a positive difference to pupils in receipt of additional funding, for example helping pupils to understand their emotions through pastoral interventions.

p.3

Leadership and governance Expected standard

Leaders have high expectations and want pupils at Jacksdale to 'aim for the stars'. They have a clear and detailed understanding of the school’s strengths and areas that still need developing. The reorganised senior leadership team is skilfully addressing historic areas of weakness. Leaders are reflective and thoughtful in their decision-making, which has the best interests of all pupils at the centre, particularly disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

p.3

Leadership and governance Expected standard

Leaders, including members of the local governing body, have an accurate understanding of the school’s context. They present an unwavering commitment to pupils and families. Governors provide suitable support and challenge for leaders. They oversee the use of additional funding and check that it is directed towards improving outcomes for pupils, particularly those who are disadvantaged and pupils with SEND. Governors fulfil their duties with diligence, including ensuring that safeguarding arrangements are effective.

p.3

Leadership and governance Expected standard

Staff are extremely proud to be part of the 'Jacksdale School family'. They value the care and consideration that leaders give to their wellbeing and workload. Staff are empowered by leaders and benefit from the support that leaders give to their professional development. Parents and carers feel part of the school family too, and are typically positive about the support that leaders give to their children. The collaborative partnership between leaders, governors, staff, pupils and parents means that the school's vision is a reality, where 'every individual is valued and makes a valuable contribution to school life'.

p.3

Personal development and wellbeing Expected standard

There is a clear sense of belonging and a 'family feel' at this school. Leaders prioritise pupils’ wellbeing. Disadvantaged pupils, in particular, benefit from the carefully tailored pastoral support that leaders provide. This makes sure that most pupils experience a calm

p.3

Needs attention

and settled start to the day. Leaders have established effective systems for supporting pupils’ emotional and mental health, working closely with external agencies and families when needed. Pupils value the trusted adults they can speak to. Many pupils confidently use the strategies taught to help them manage worries and regulate their emotions.

p.4

Needs attention

Leaders provide an effective and carefully crafted personal development programme for pupils. They ensure that pupils access high-quality experiences. Pupils enjoy the trips and clubs that leaders provide. Trips to the pantomime and the seaside are particular favourites. These activities broaden pupils’ understanding of the wider world. They also enrich and support pupils' learning across the curriculum. Pupils develop their talents and interests through a range of extra-curricular activities, such as lacrosse, crochet and basketball. Pupils' participation in clubs and wider experiences is monitored closely. Leaders work tirelessly to ensure that all pupils, including those who face barriers to their learning or wellbeing, have full access. This helps pupils to feel that they belong. Pupils are keen to contribute to school life. For example, they can join the school council or become reading ambassadors. They are proud of the impact of their work.

p.4

Needs attention

Pupils learn about important values such as democracy, respect and tolerance, and healthy relationships. They are respectful of others and their differing opinions and experiences. They understand what equality means. Pupils learn about other faiths and cultures represented in modern Britain, although pupils’ understanding of this is less secure and less developed than other topics they have learned. Pupils have a secure understanding of how to maintain their own personal safety. They know how to protect themselves when online.

p.4

Achievement Needs attention

Pupils’ attainment in reading, writing and mathematics over time has not been as high as it should be. Although there was clear improvement in pupils’ attainment in national tests in 2025, notably in reading and mathematics, the overall results over the last 3 years remain below the national average. Leaders are acting quickly to address this. There is already evidence that more pupils are achieving well by the end of Year 6, which is reflected in the work they produce. They are prepared well for secondary school.

p.4

Achievement Needs attention

Pupils' achievement in phonics is in line with national averages. Younger pupils learn phonics sounds quickly so that they learn to read confidently and fluently. Pupils who are disadvantaged, including pupils with special educational needs and/or disabilities, generally make suitable progress from their starting points. Nonetheless, recent curriculum changes have had limited time to have an impact on all areas of the curriculum and in all year groups.

p.4

Curriculum and teaching Needs attention

Teaching is not consistently effective in ensuring that pupils learn as well as they should. For example, teachers do not always make sure that all pupils develop accurate letter and number formation. In addition, some learning tasks are not well matched to the knowledge pupils need to acquire. At times, teachers do not check pupils’ understanding sufficiently during lessons, and errors or misconceptions are not resolved consistently. As a result, some pupils continue to make mistakes and develop gaps in their knowledge.

p.4

Curriculum and teaching Needs attention

Leaders’ ambition for the curriculum is clear. They have an accurate understanding of the strengths and areas for development. The curriculum in English and mathematics is well planned. Lessons in these subjects build pupils' knowledge and skills and are mapped to clear endpoints at each stage of learning. Across the wider curriculum, leaders have constructed a broad and balanced curriculum that is sequenced appropriately. When teaching is most effective, staff model their expectations, ask clear questions and review pupils' understanding systematically. This is especially the case with phonics, where staff model sounds skilfully and teach the scheme with precision. Disadvantaged pupils, including those with special educational needs and/or disabilities, receive provision that is suitable and meets their needs.

p.5

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

Jacksdale is a friendly and inclusive school. Pupils receive a warm welcome each day from staff, who greet them with a cheery smile. Pupils feel safe and secure because staff know them well and provide high levels of care. This includes pupils with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning or wellbeing. Pupils with SEND feel like they belong and take part in all aspects of school life because of the extra support they receive.

p.5

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

Pupils, including children in the early years, settle to their learning quickly, and receive help from staff when needed. They enjoy school and attend well. They live out the school's values of being 'kind, respectful and safe'. Pupils understand and demonstrate the importance of respect and appropriate behaviour. They benefit from a generally calm and purposeful learning environment. Classrooms are typically orderly, which helps pupils to concentrate well on their learning. Pupils enjoy spending time with their friends during social times. They trust that any incidents of poor behaviour, including bullying, will be managed well by staff.

p.5

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

Pupils are typically prepared well for their next steps. However, pupils' achievement in reading, writing and mathematics has been inconsistent over time. Staff do not use assessment consistently well to check pupils’ knowledge and understanding. As a result, a small proportion of pupils make repeated errors. Inconsistent choices of learning activities prevent some pupils from securing important knowledge and progressing as well as they could through the curriculum. Recently, achievement has improved because leaders have redesigned the curriculum. This work has been particularly successful in improving pupils’ reading and mathematics.

p.5

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

Pupils enthusiastically take on roles and responsibilities that enhance the life of the school and promote pupils' wider personal development. The sports crew, for example, ensures that there is something on offer for everyone during playtimes. The school council's recent fundraising project resulted in a delightful gift shop being set up. Pupils enjoy exciting and purposeful enrichment opportunities beyond the academic curriculum.

p.5

Team inspectors:

Caroline Stewart, Ofsted Inspector Anita Denman, Ofsted Inspector

p.6

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.

p.6

Next steps

Leaders should continue to strengthen the curriculum and teaching in reading, writing and mathematics so that pupils' attainment in national tests continues to improve. Leaders should ensure that the activities that teachers select to deliver new knowledge and skills are matched consistently well to the school’s curriculum and enable pupils to learn the important information that has been set out. Leaders should ensure that assessment strategies are used consistently so that errors in pupils' work and misconceptions are identified swiftly and resolved.

p.6

About this inspection

The chair of the board of governors in this school is Jack Wakeling.

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

p.6

About this inspection

Inspectors spoke with the headteacher, the deputy headteacher, subject leaders, staff, pupils, governors and a representative of the local authority during the inspection.

p.6

About this inspection

Inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not currently make use of any alternative provision for pupils.

p.6

About this inspection

Headteacher: Julie Brockerton This data is from 16 June 2026

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

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 72% 75% 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

2022/23 (final) 66% 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) 72% 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) 47% 47% 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

2024/25 (final) 67% 63% 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) 60% 61% 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

national average

2024/25 (3 term) 5.1% 5.2% Close to average

p.13

national average

2023/24 (3 term) 5.6% 5.5% Close to average

p.13

national average

2022/23 (3 term) 6.0% 5.9% Close to average

p.13

Persistent absence

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

p.14

national average

2024/25 (3 term) 10.3% 13.0% Close to average

p.14

national average

2023/24 (3 term) 14.5% 14.6% Close to average

p.14

national average

2022/23 (3 term) 16.5% 16.2% 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