Arnbrook Primary School, located in Arnold, Nottinghamshire, underwent an inspection on June 28 and 29, 2022, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils express a positive attitude towards attending Arnbrook Primary School, appreciating the kindness of their teachers and the supportive learning environment. They feel safe and respected, and they enjoy opportunities to take on responsibilities, such as becoming ‘heroes’ or ‘champions’ in various school activities. The school promotes mental health and well-being, enabling pupils to recognize and address concerns in themselves and others.
The staff at Arnbrook Primary School maintain high expectations for all pupils, teaching them six key behaviors to enhance their learning experience. These behaviors are integrated into the curriculum through the ‘awesome Arnbrookers’ characters, which include traits such as creativity, curiosity, determination, focus, reflection, and collaboration. This approach begins in the early years and positively influences pupils' attitudes towards learning throughout the school.
Behavior among pupils is commendable, with rare instances of bullying reported. Pupils are educated about different types of bullying and are aware of how to report any incidents. The school has established effective routines across all year groups, contributing to a calm and trusting environment where positive relationships flourish. Pupils have access to various clubs that align with their interests, including art, reading, and sports, and the school actively engages with the local community through visits to places of worship and the local university.
The curriculum at Arnbrook Primary School has been well-developed in core subjects, ensuring that knowledge and skills build progressively over time, starting from the early years. This structured approach helps prepare children for their transition into Year 1. Pupils demonstrate retention of knowledge in core subjects and can apply their learning across other areas, including design and technology. However, there is still work to be done in clearly defining what pupils should learn and when across all subjects.
Teachers utilize effective assessment strategies to aid pupils in retaining information, beginning in the early years. The three-step process—rewind, play, and fast forward—helps pupils recall previous learning, engage with current lessons, and prepare for future learning. This method also allows teachers to identify and support pupils who may be struggling.
Reading is a priority at Arnbrook Primary School, with phonics instruction starting in the early years. All staff receive training to teach phonics, and additional support is provided for pupils who need it. The school fosters a love of reading, with children enjoying daily storytelling sessions and participating in weekly reading races. Many pupils in key stage two are fluent readers, showcasing their achievements in this area.
Pupils have numerous opportunities for personal development, including residential trips and music lessons. The school’s curriculum covers personal, social, health, and relationships education, with a focus on emotional development in the early years. Pupils learn to respect diversity and discuss various family structures and the importance of combating discrimination. They engage in weekly discussions on topical issues, encouraging critical thinking and reflection.
Leaders at Arnbrook Primary School are committed to supporting pupils with special educational needs and/or disabilities (SEND), ensuring they receive the necessary assistance to succeed academically. Attendance has improved and is now in line with the national average, although some pupils remain persistently absent, which affects their learning opportunities.
Trustees demonstrate a strong understanding of the school and provide effective support and challenge to the leadership team. Staff generally feel supported, with their workload and well-being considered by school leaders. The safeguarding arrangements are effective, with staff trained to recognize and respond to potential risks, ensuring a safe environment for all pupils.
While the school has made commendable progress, there are areas for improvement. Leaders need to clarify the specific knowledge pupils should acquire across all subjects to enhance retention and understanding. Additionally, addressing the attendance of persistently absent pupils is crucial to ensure they do not miss out on vital learning experiences.
