On 15 October 2020, Ofsted conducted a visit to Haydn Primary School in Nottingham, led by Her Majesty’s Inspector, Stephanie Innes-Taylor. This visit was part of Ofsted’s efforts to understand how schools are managing the return to full education following the disruptions caused by the COVID-19 pandemic. The visit was not an inspection and did not involve graded judgments or the usual range of inspection activities, such as lesson observations or reviewing pupils' work. Instead, it focused on discussions with the headteacher and senior leadership team regarding the school's actions since the full reopening mandated by the government on 3 September 2020.
During the visit, it was noted that the school had opened to all pupils, who were expected to attend full-time. However, attendance was reported to be below the usual levels for this time of year, prompting leaders to support families in encouraging pupils to return to school. At the time of the visit, a Year 2 class was isolating due to protective measures in place. Despite these challenges, all pupils were engaged in the standard curriculum, covering a wide range of subjects.
Inspectors observed that some pupils were struggling with reading comprehension, as checks indicated that their understanding of the material was not as secure as it had been previously. In response, teachers were providing additional opportunities for pupils to discuss the content of their reading to enhance their inferential skills. Furthermore, extra phonics lessons were being offered to children in Nursery and Reception to address any gaps in their knowledge of sounds.
In mathematics, it was noted that some pupils exhibited reduced resilience when applying their knowledge to problem-solving tasks. To counter this, teachers were assigning additional problems to help develop pupils' reasoning skills. Additionally, there were concerns regarding the standard of presentation in pupils' written work, which was not as strong as before. Teachers were focusing on improving handwriting and spelling, while also encouraging pupils to produce more detailed and extended pieces of writing to build stamina.
The leadership team had also established a program for remote learning to support any pupils who were absent from school, ensuring continuity in education despite the ongoing challenges posed by the pandemic. The visit concluded without any significant concerns being raised, and the information gathered would contribute to Ofsted’s national reporting, which aims to inform the government and the education sector about the current state of schools.
The insights gained from this visit are intended to help shape future educational policies and practices. The headteacher and staff were commended for their efforts in navigating the complexities of returning to full education during such unprecedented times. The letter summarizing the visit's findings would be shared with relevant stakeholders, including the chair of the governing body and the regional schools commissioner, and published on the Ofsted website for public access. Overall, the visit highlighted the school's commitment to supporting its pupils and adapting to the challenges presented by the pandemic while maintaining educational standards.
