Nelson Infant School

Nelson Infant School

Address: Northumberland Street, Norwich, Norfolk, NR2 4EH Unique reference number (URN): 146319

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

Personal development and wellbeing Strong standard

The school provides an extensive personal development programme. This is reflective of the school's context. A clear and detailed analysis of the needs of pupils informs provision. Pupils' personal development and wellbeing are central to the school's work. Leaders have a thorough understanding of pupils' lived experiences. The curriculum reflects this understanding. Pupils learn to appreciate and value the diversity of their school community. They are accepting of others and take pride in what makes them unique.

p.2

Personal development and wellbeing Strong standard

Pupils learn how to identify risks and to stay safe in the community and online. This learning starts in the early years. Children learn by making mistakes, exploring the learning environment and trying new things. Staff help them to negotiate, cooperate and take turns. They learn why healthy lifestyles matter. This includes eating well, being active, keeping their teeth clean and staying hydrated. Visits from professionals, such as police officers and dentists, bring meaning to this learning.

p.2

Personal development and wellbeing Strong standard

Staff at all levels know their pupils well and provide targeted pastoral support. This support extends to families. Leaders consider and address potential barriers to learning, including access to food, uniform and suitable sleeping arrangements. They work effectively with external agencies and signpost families to additional support. Pupils learn to communicate their feelings and understand their emotions. There is always time to talk to a trusted adult who will help them.

p.2

Personal development and wellbeing Strong standard

There is a wide range of enrichment opportunities. Leaders consult with pupils about the clubs and activities they would like. Leaders ensure that all pupils can access a club. Leaders have carefully thought about how to give pupils new experiences that broaden their horizons. Trips and visitors are carefully mapped to the curriculum. This ensures that pupils benefit from a rich and varied range of experiences. Pupils learn about fundamental British values through activities such as voting, school council participation and assemblies.

p.2

Achievement Expected standard

The school serves a unique and diverse catchment. Many children start school with knowledge and skills below those typical for their age. A higher-than-average proportion of pupils have special educational needs and/or disabilities or additional needs that require support. Many pupils join the school at different times during the year. They arrive with significant gaps in their knowledge and experience. Outcomes in phonics at the end of Year 1 are below national averages. However, targeted catch-up and keep-up support helps most pupils to achieve well with reading by the end of Year 2. Leaders identify gaps quickly through the checks they make throughout the year. Most pupils make appropriate progress through the curriculum. They are increasingly well prepared for the transition to junior school.

p.2

Attendance and behaviour Expected standard

Leaders believe every minute counts and maintain a robust approach to attendance. Daily checks and reviews identify patterns in absence. By working with families, staff understand and address barriers to attendance. A free breakfast club and other strategies help encourage pupils to arrive on time. When leaders noticed that attendance dipped in February, they introduced a 'Cupid Loves School' initiative. Leaders work closely with the local authority and other agencies. They seek assurance that pupils are safe when they are not in school.

p.3

Attendance and behaviour Expected standard

Typically, pupils behave well. They are familiar with the routines and expectations. These are consistent and shared across the school. Some pupils need more tailored support to help them to manage their emotions and respond to unexpected situations. Staff identify triggers and anticipate when pupils may struggle. All staff take the time to build trusting relationships with pupils. Staff support pupils to develop confidence. Pupils have time to learn from and reflect on their mistakes. The school makes appropriate use of suspensions. Leaders work closely with other agencies to provide appropriate support and reduce the risk of exclusion.

p.3

Curriculum and teaching Expected standard

Leaders have identified the essential knowledge they want pupils to learn across subjects. The curriculum is ambitious, with clear endpoints and goals. It reflects the starting points and prior experiences of pupils joining the school. Leaders weave opportunities throughout the curriculum to support pupils' personal, social and emotional development. There is a focus on oracy and building pupils' vocabulary. This starts in the Nursery, where staff model how to speak in sentences. They support children to communicate their needs and express themselves appropriately. As pupils progress through the school, they learn to compose, speak and write increasingly complex sentence structures.

p.3

Curriculum and teaching Expected standard

Leaders prioritise ensuring that all pupils have the foundational knowledge they need in English and mathematics. This begins in Reception, where children start to learn to read as soon as they start school. In the Nursery, children learn to recognise their names. Throughout the school, staff check that children have grasped new content. Typically, staff apply agreed strategies and approaches. Sometimes there are missed opportunities to extend and deepen pupils' knowledge and understanding. Staff provide time to practise, apply and revisit learning. This ensures gaps are closing. Trained staff deliver daily catch-up and keep-up sessions. The opening of the new nursery and the development of the curriculum ensure that pupils accessing this provision are increasingly well prepared for learning in Reception.

p.3

Early years Expected standard

Leaders have developed the early years provision in response to the specific needs of their community. They identified that many children joined Reception without being ready for school. They adapted the curriculum to account for children's prior experiences. They opened the nursery in February. There are further plans to enhance this offer. The curriculum has been thoughtfully designed. Leaders recognise that many children have limited access to outdoor spaces. Physical activity, cycling and forest school experiences are integral parts of the curriculum.

p.3

Early years Expected standard

Adults respond to and extend children's interests. They create engaging learning experiences. Staff ensure that children with special educational needs and/or disabilities access all aspects of the provision. They make progress from their starting points. Staff provide guidance and support to parents and carers so that learning continues at home. Leaders prioritise speech, language and communication. Staff introduce and model ambitious vocabulary and encourage children to communicate using full sentences. As a result, children, including those who speak English as an additional language, quickly build confidence in communication. Nurturing relationships and effective routines promote independence.

p.4

Early years Expected standard

Children learn to read as soon as they start in Reception. Children learn to hold a pencil. Staff model how to form letters. Daily practice helps children to secure this learning. They make secure progress from their starting points. Children acquire the essential knowledge and skills needed in English and mathematics.

p.4

Inclusion Expected standard

Leaders carefully consider how to meet the diverse and changing needs of pupils and their families. They recognise the multiple vulnerabilities that some pupils face. They focus on ensuring that pupils feel safe, included and ready to learn. Leaders remove barriers to learning, access and participation. All pupils can access a free breakfast, and the cost of clubs is kept to a minimum. The school provides space for appointments such as speech and language therapy. Leaders use pupil premium funding effectively. As a result, disadvantaged pupils achieve as well as their peers.

p.4

Inclusion Expected standard

The curriculum reflects the school's context. Staff teach oracy and vocabulary to strengthen pupils' communication and learning. Leaders train teachers to identify needs early and adapt teaching appropriately. The vast majority of pupils with special educational needs and/or disabilities learn alongside their peers. Leaders develop staff expertise to deliver targeted interventions. As a result, pupils with gaps in learning or specific needs make progress.

p.4

Inclusion Expected standard

Leaders opened their nursery to help more children to be ready for school. Leaders recognised that children with education, health and care plans had increasingly complex needs. Consequently, they established a specialist provision with tailored support and distinct curriculum pathways. This promotes inclusion and curriculum breadth. It also helps pupils to achieve their individual learning goals. Leaders ensure that all pupils receive the support they need to succeed.

p.4

Leadership and governance Expected standard

Leaders have a clear vision for their school and are ambitious for their pupils. They understand the vulnerabilities that some pupils may experience. They ensure that provision meets these needs and supports pupils in overcoming barriers. They build trusting relationships with parents and carers. Families value the academic and pastoral support their children receive. Leaders understand the school's strengths and where provision can be further enhanced. Leaders have refined their curriculum to take account of pupils' starting points. Leaders give staff training and support to deliver the curriculum as intended. They have responded to the increase in the number of pupils with increasingly complex special educational needs and/or disabilities by establishing specialist provision. Pupils accessing this provision are experiencing success and engaging in learning tailored to their needs.

p.4

Leadership and governance Expected standard

The trust recognises the unique characteristics of the school and community while maintaining high expectations. The trust provides appropriate support and challenge. It has supported leaders through a period of staffing change. All staff have access to meaningful professional development. They are encouraged to develop their expertise and seek qualifications. Teachers new to the profession access support and training to help them succeed. There is high morale among staff. They feel part of a team that values everyone and where the wellbeing of staff and pupils is a priority.

p.5

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

Pupils enjoy coming to school. They feel safe because there is always an adult there to listen to their worries, and they trust adults to help them if needed. Staff get to know pupils and families well. They value, appreciate and cherish each pupil. They quickly target support to ensure that each pupil receives the academic, pastoral, social and emotional help they need. Staff identify barriers to learning and wellbeing and provide support. As a result, pupils make progress from their starting points and are ready and able to learn.

p.5

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

Pupils have positive relationships with one another. Relationships between staff and pupils are respectful and positive. Consistent routines and expectations lead to purposeful, happy classrooms. Pupils are inquisitive. They ask questions and show care and consideration for each other. They behave well. They understand what bullying is and what to do if it occurs. Pupils value the diversity of their community and take pride in the variety of languages spoken by pupils and families. Through learning about different cultures, beliefs and backgrounds, they develop respect for others.

p.5

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

Across the school, pupils enjoy talking about their learning in various subjects. They learn to use the technical vocabulary staff teach them. A focus on oracy ensures that all pupils have the language they need to communicate and express how they are feeling. Changes to the English and mathematics curriculum help pupils gain the essential knowledge they need. They are able to recall and apply the important things that leaders want them to remember. These improvements prepare them well for their transition into junior school.

p.5

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

A wide range of clubs, visitors and visits enrich the curriculum offer. Children in the early years make a positive start to their education. They develop independence and confidence. The recently opened nursery provides children with valuable opportunities to develop the knowledge, skills and attitudes they need. As a result, children are well prepared for learning in Reception.

p.5

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

Next steps

Leaders should ensure that staff consistently apply agreed strategies and approaches so that all pupils are challenged to make progress and achieve well. Leaders should continue to develop and promote the provision in the nursery so that children get off to the best possible start to school and that an increasing proportion of children are ready for Reception.

p.6

About this inspection

The school is part of the Evolution Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Dr Craig Avieson, and overseen by a board of trustees, chaired by Drew Whitehead.

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 and other school leaders during the inspection. They also spoke to the trust director of school improvement and met with a trustee.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school includes specially resourced provision for 10 pupils with speech, language and communication needs and autistic spectrum disorder.

p.6

About this inspection

The school does not currently use alternative provision.

p.6

About this inspection

Headteacher: Anna Catlin The inspector(s) used this data during the full inspection on 7 July 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 6 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 needs support 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

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.8

national average

2024/25 (3 term) 5.8% 5.2% Close to average

p.9

Persistent absence

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

p.9

Exceptional

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

p.9

Strong standard

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

p.9

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.9

Needs attention

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

p.9

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.

p.9

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 .

p.10

Urgent improvement

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.10

Urgent improvement

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

p.10

Urgent improvement

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

p.10