Ofsted conducted a monitoring inspection of Normanton-on-Soar Primary School on February 8, 2024, following two successive judgments of requires improvement. The purpose of this inspection was to assess the progress made by the school since its last graded inspection, rather than to provide an overall effectiveness grade. The inspection involved discussions with the headteacher, senior leaders, governors, and staff, as well as a review of the school’s self-evaluation document and improvement plan. The inspector also examined curriculum plans and visited lessons, including the early years setting, to gather evidence of the school’s progress.
The findings indicate that while leaders have made progress in improving the school, further work is necessary for it to achieve a good rating. Staffing levels have remained stable, with one new class teacher appointed. Leaders demonstrate a realistic understanding of the school’s strengths and areas for development, actively seeking advice from external experts, including the local authority and a multi-academy trust. Staff express enthusiasm for the professional development opportunities provided to them.
The leadership team is ambitious for all pupils to achieve well and receive a quality education. They have responded effectively to the recommendations from the previous inspection, recognizing the urgency to enhance the quality of education. The development of the curriculum has been prioritized, with leaders carefully considering necessary improvements and researching suitable schemes of work. The curriculum is now fully mapped out, prioritizing key knowledge and skills for pupils. Teachers are aware of when specific knowledge and skills should be taught, and they regularly check pupils’ understanding. However, there are instances where formative assessment is not used effectively to address misconceptions or identify gaps in knowledge.
Changes to the curriculum are positively impacting pupils’ ability to retain knowledge. The introduction of knowledge organizers, vocabulary checks, and retrieval activities has been well received by pupils, who feel these strategies help them remember prior learning. Subject leaders ensure that all staff have clarity on what is taught and when, building on previous learning. The curriculum aligns with national standards, although there are occasional instances of duplication in learning. Leaders acknowledge that the new curriculum is still in its early stages and are working to ensure that learning is progressive.
Subject leaders have received high-quality professional development, leading to increased confidence in monitoring their subjects. Monitoring systems have improved significantly, allowing leaders to assess the effectiveness of curriculum delivery through lesson visits and reviewing pupils’ work. They use this information to identify priorities and implement strategies for improvement. For example, leaders recognized that pupils needed more time to write and reflect on their learning in science, leading to changes that allow for more independent writing.
Pupils express happiness in school, appreciating the support from staff and the positive relationships they have with them. The governing body has a clear understanding of the improvements needed and actively visits the school to monitor progress. Together with staff and external partners, they have identified appropriate priorities for improvement, ensuring that plans are focused and mindful of staff workload.
Overall, there is a shared commitment among staff and leaders to drive necessary improvements. The next step for the school is to further develop the implementation of the curriculum, now that its intent is well understood and established. This focus will be crucial for the school’s continued progress toward achieving a good rating.
