Nursteed Community Primary School, located in Devizes, Wiltshire, underwent an inspection on February 28 and March 1, 2023. The overall effectiveness of the school was rated as requiring improvement, with similar ratings for the quality of education, behaviour and attitudes, personal development, and leadership and management. However, the early years provision was rated as good. The previous inspection in November 2021 had also rated the school as good.
Pupils at Nursteed are aware of the school’s motto, which emphasizes kindness, teamwork, and determination. They engage with these values through assemblies and the curriculum, but there are inconsistencies in their experiences. Instances of low-level disruption in classrooms hinder pupils' ability to concentrate on their learning. Many pupils express confusion regarding the rules, rewards, and sanctions, and recent efforts to clarify these have not been effective.
In subjects where the curriculum is well-developed, pupils demonstrate good listening skills and learn effectively. However, in areas where the curriculum does not meet their needs, pupils become easily distracted. Behavioural issues arise at times, with some pupils displaying disrespectful conduct towards others. Both pupils and some parents lack confidence in the staff's ability to manage incidents of inappropriate behaviour, leading to reluctance in reporting such incidents.
Despite these challenges, there are opportunities for pupils to develop their character and cultural awareness. They enjoy roles such as school councillors and librarians, contributing to local events and charity initiatives. However, school leaders have not yet established a high-quality curriculum across all subjects. Some subjects are still under review, while others are in early stages of development, limiting the impact on pupils' learning. Leaders lack a clear understanding of how their actions affect children's learning outcomes.
In subjects where leaders have reviewed the curriculum design, improvements are evident. For instance, in geography, pupils can recall information about environmental impacts, demonstrating a strong grasp of cause and effect. The school has prioritized early reading development, implementing a phonics program consistently. Teachers possess secure subject knowledge, enabling pupils to segment words and blend sounds effectively. However, some pupils struggle with reading materials that do not align with their phonics knowledge.
Older pupils continue to develop their reading skills, but the texts used are not always sufficiently challenging. There is a lack of a clear vision for advancing older pupils' reading, and teaching strategies do not consistently foster a love for reading. Teachers do not adequately assess pupils' understanding during lessons, which hampers their ability to secure intended learning outcomes.
Pupils with special educational needs and disabilities have their needs accurately identified, and support plans are developed collaboratively with parents. Most subjects allow these pupils to access the same curriculum as their peers, although challenges remain in reading where some struggle with comprehension.
In the early years, children receive a positive start, with staff gathering comprehensive information to tailor learning to individual needs. Vocabulary and communication are prioritized, and children engage in activities that promote independent learning. Governors are committed to their roles, seeking to ensure the effectiveness of leadership actions, but the evaluation of these actions is not always accurate, hindering successful improvements.
The school has effective safeguarding arrangements in place, with staff trained to recognize signs of abuse and report concerns diligently. Leaders collaborate with external agencies to provide timely support for pupils and families. While pupils learn about online safety and relationships, there is less clarity regarding personal boundaries.
To improve, the school must design subject curriculums with clearly sequenced knowledge to enable coherent learning progression. Leaders need to establish consistent behaviour expectations and effective management systems. Additionally, a strategic approach to evaluating the impact of educational actions on pupil outcomes is essential for fostering improvement.
