The Florence Nightingale Academy, located in Eastwood, Nottinghamshire, was inspected on 28 and 29 March 2023. The overall effectiveness of the school was rated as good across all areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under the Education Act 2005, as the school had not been previously inspected.
The school fosters a strong sense of community, with leaders and staff collaborating to create a caring environment and an ambitious curriculum for all pupils. Positive relationships between pupils and adults are evident from Nursery through Year 6. Staff encourage pupils to strive for excellence in their learning and broader life experiences. Pupils are provided with pledge passports to help them aspire to a variety of experiences, from raising butterflies to recording songs. Those with special educational needs and/or disabilities receive support to access the same learning opportunities as their peers.
Pupils exhibit commendable behaviour, adhering to the high expectations set by teachers. The school maintains a calm atmosphere where pupils feel safe and happy, with reports of bullying being minimal. Parents generally express satisfaction with the school, with many acknowledging its commitment to prioritizing children's needs.
Leaders, including trustees and governors, have a clear vision for the school. Following the disruptions caused by the COVID-19 pandemic, which led to a decline in academic results in 2022, the staff have worked diligently to restore the school's standards. Their efforts are yielding positive results, with pupils achieving well, particularly in mathematics and English.
In the early years, children learn in a supportive environment where staff meticulously plan their learning needs. Engaging activities stimulate children's curiosity, such as learning a different language through songs. This approach enhances their learning experience and achievement.
Leaders effectively identify the needs of pupils with special educational needs, helping them become independent learners through additional resources and support. While some parents of these pupils express satisfaction, others seek improved communication between the school and home.
Reading is a priority at the school, with staff receiving training to ensure consistent teaching of the reading curriculum. Phonics instruction is well-organized, enabling pupils to gain essential knowledge at the appropriate time. Those needing extra practice receive additional support, fostering confidence and fluency in reading. Pupils enjoy storytime and have access to a diverse range of books through regular library visits.
Mathematics is also emphasized, with a curriculum designed to build knowledge incrementally. Teachers are adept at identifying and addressing gaps in pupils' understanding, resulting in high achievement. The same careful planning is applied to other subjects, ensuring that pupils receive the knowledge they need when required.
Personal development is central to the school's mission, with a significant number of pupils participating in extracurricular activities. The curriculum promotes curiosity and resilience, contributing to positive attitudes towards learning. Teachers emphasize respect and understanding of differences among people, although there is a need for improvement in pupils' knowledge of British values and world faiths.
Staff benefit from professional development opportunities through collaboration with colleagues across the trust, leading to high morale and a supportive work environment. The safeguarding arrangements are effective, with staff trained to recognize and report concerns promptly. Leaders engage with external agencies to ensure pupils receive necessary support.
To enhance the school further, leaders must ensure that pupils acquire a solid understanding of British values and diverse cultures. Additionally, improving communication with parents will help them feel more involved and informed about their children's education.
