Ninelands Primary School

What Ofsted said

From the inspection on 17 May 2023

Leaders' vision for education extends beyond subjects that pupils study. Pupils achieve well in the academic curriculum. Leaders complement this with an effective package of pastoral care. Initiatives such as mental health support for pupils demonstrate adults' care for pupils. The school is a calm and purposeful environment where pupils learn well. Pupils are polite and respectful. They are confident to express themselves in conversations with adults. During lessons, pupils focus on their learning. Adults effectively refocus pupils when they become distracted. Pupils' efforts are regularly rewarded by teachers. Bullying is rare. When it does happen, pupils and their parents and carers have confidence in adults to resolve it effectively. Leaders understand the importance of language and vocabulary. Pupils regularly read together as a class. Leaders encourage pupils to read more widely and for pleasure. Classes visit the local library each term to participate in workshops arranged by the school. Many pupils work towards completing the '50 recommended reads' for each year group. Pupils enjoy educational visits that enhance what they are learning in class. Pupils in older year groups attend residential visits, for example to Robin Hood's Bay. Leaders design these visits to develop pupils' cultural capital. In school, pupils make good use of the forest school provision. Children in the early years benefit from exploring the rich outdoor provisions, for example when learning about life cycles of animals.

What the school should improve

• Many leaders are new to the school or to their roles. In some cases, they are establishing new systems and routines. Sometimes the direction they provide to their colleagues is not as precise as it could be. Governors and senior leaders should ensure that an effective programme of support enables new leaders to become highly impactful in their roles.
• In some lessons, teachers do not adapt their teaching based on the information they gather when checking pupils' understanding. This either slows pupils' progress through the curriculum or allows misconceptions to remain uncorrected. Leaders should ensure that teachers routinely modify their teaching based on the checks they make on pupils' understanding.

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