Haddon Primary and Nursery School, located in Carlton, Nottinghamshire, was inspected on September 12-13, 2019, and received an overall effectiveness rating of good. The school has demonstrated strong performance across various areas, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, all rated as good. This was the school's first inspection since becoming an academy under the Flying High Trust in January 2017.
Pupils at Haddon Primary enjoy a supportive and engaging learning environment. They appreciate the care and dedication of the staff, who strive to make learning enjoyable. The headteacher has been instrumental in fostering a culture of improvement, with pupils expressing pride in the school's progress. The school's ethos encourages students to dream big and aim high, with a curriculum designed to spark curiosity and interest. Enriching experiences, such as exciting books, educational visits, and hands-on activities, enhance the learning process.
Students take on responsibilities with enthusiasm, such as caring for the school's guinea pigs and supporting younger peers during lunchtime. The behavior of pupils is commendable, with a strong belief in the fairness of school rules and a positive attitude towards rewards. Instances of bullying are reported to be rare, and any issues are swiftly addressed, contributing to a safe and conducive learning atmosphere.
The leadership team has effectively set high expectations for staff, resulting in improved educational quality throughout the school. The curriculum is designed to engage pupils, with a focus on retaining knowledge over time. For instance, students can recall historical topics learned in previous years, demonstrating the effectiveness of the curriculum design. However, there is room for improvement in helping pupils make connections between different historical events.
The Flying High Trust supports ongoing professional development for teachers, ensuring they possess strong subject knowledge. This enables them to help pupils build on their existing knowledge and make meaningful connections across subjects. For example, in religious education, pupils successfully linked their learning about Shabbat to previous lessons on creation.
Reading is prioritized, with a structured phonics program in place to support early readers. Most pupils are reading at an appropriate level for their age, and additional support is provided for those who need it. Teachers read high-quality literature to students, fostering a love for reading among pupils. Parents appreciate the guidance provided to help support their children's reading at home.
Mathematics instruction is well-structured, allowing pupils to develop fluency and confidence in their skills. In early years, children feel safe and happy, quickly adapting to school routines and building a solid foundation in reading and mathematics. The school offers various opportunities for personal development, including residential trips, topic celebrations, and visits to places of worship.
Staff members share the leadership's commitment to excellence and are supported in their professional growth. The well-being of staff is taken seriously, and they value the training they receive. Safeguarding measures are effective, with staff trained to recognize and address any concerns regarding pupil welfare. Leaders collaborate with external agencies to ensure that pupils and families receive necessary support.
While the school has made significant strides in developing a coherent and well-sequenced curriculum, there is a need to refine it further. Leaders should identify key knowledge for each subject and ensure that it is revisited frequently to enhance retention among pupils, including those with special educational needs. The leadership team is dedicated to improving staff subject knowledge and pedagogy, ensuring that the curriculum remains challenging and relevant over time.
