Jacksdale Primary and Nursery School, located in Nottinghamshire, underwent an inspection on March 19 and 20, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
The school is described as vibrant and welcoming, where pupils feel happy and safe. Parents and carers express positive sentiments regarding the relationships they have with the school, highlighting the commitment of staff to ensure that every child feels secure and valued. The school has high ambitions for all pupils, particularly in early reading, where pupils generally achieve well. The inclusive approach allows pupils with special educational needs and disabilities to receive the necessary support to engage in their learning alongside their peers.
Despite these strengths, the school is still in the process of developing certain aspects of its curriculum. There are concerns that pupils do not always achieve to their full potential across all subjects, including in the early years. Gaps in knowledge have been identified, which may hinder pupils' preparedness for subsequent stages of their education. Staff maintain high expectations for pupil behavior, and the school promotes positive interactions during playtime, with initiatives like the pupil sports crew facilitating games for younger students.
In the early years, staff provide supportive relationships and teach essential social skills, prioritizing children's emotional well-being. The school is currently reviewing its early years curriculum to ensure that children are adequately prepared for their next learning stages. However, there are still areas needing improvement, particularly in the coherence and progression of learning activities from Nursery to Reception. Some selected activities do not effectively support children's achievement, and staff require clearer guidance on curriculum delivery.
The school has established a sequenced curriculum for early reading, with staff effectively modeling new letter sounds. Pupils are motivated to adopt a positive attitude towards reading, and the curriculum is adapted to meet the needs of pupils with SEND. Rigorous checks on pupils' achievements in early reading are in place, ensuring that reading materials align with their proficiency levels.
The curriculum is undergoing refinement to enhance pupil achievement across all subjects. However, gaps in knowledge persist, which the school has not fully addressed, leading to challenges in building on prior learning. Staff do not consistently check for understanding and misconceptions during lessons, often progressing before pupils have secured the necessary knowledge.
Pupils generally attend school punctually and exhibit good behavior, contributing to a calm learning environment. The school offers various extracurricular activities, including sports tournaments and leadership roles, which pupils value and enjoy. They gain a solid understanding of life in modern Britain, learning about British values and respecting diverse beliefs.
The governing body is aware of its responsibilities and actively participates in school life. Staff feel supported by leadership, particularly regarding workload considerations. Safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must refine its early years curriculum to support children's progression and address gaps in knowledge for pupils in key stages one and two. Staff should implement rigorous checks on learning to identify and address misconceptions promptly. Additionally, the school needs to prioritize and evaluate improvement activities more effectively to ensure that urgent needs are addressed.
