Henry Whipple Primary School
phone: 0115 9155723
headteacher: Ms Cari (Caroline) Richardson
210 pupils capacity: 111% full
100 boys 43%
130 girls 56%
Last updated: Aug. 14, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2007
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 455788, Northing: 344620
- GPS coordinates
- Latitude: 52.996, Longitude: -1.1703
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 12, 2013
- Region › Const. › Ward
- East Midlands › Nottingham North › Bestwood
- Urban > 10k - less sparse
- Free school meals %
- Henry Whipple Infant and Nursery School NG55GH
- Henry Whipple Junior School NG55GH
- 0.1 miles Padstow School NG55GH
- 0.2 miles High Pavement Sixth Form College NG55HT
- 0.4 miles Robin Hood Infant and Nursery School NG55NA
- 0.4 miles Robin Hood Junior School NG55NA
- 0.4 miles Robin Hood Primary School NG55NA (479 pupils)
- 0.6 miles Southglade Junior School NG55NE
- 0.6 miles Southglade Infant School NG55NE
- 0.6 miles Our Lady of Perpetual Succour Catholic Primary School NG69FN
- 0.6 miles City Hospital School NG51PB
- 0.6 miles Southglade Primary School NG55NE (445 pupils)
- 0.6 miles Beckhampton Centre NG55SL (4 pupils)
- 0.6 miles Southwark Primary School NG60DT (681 pupils)
- 0.6 miles Our Lady of Perpetual Succour Catholic Primary School NG69FN (248 pupils)
- 0.7 miles Southwark Primary School NG60BS
- 0.7 miles Westglade Junior School NG59BG
- 0.7 miles Westglade Infant and Nursery School NG59BG
- 0.7 miles Westglade Primary School NG59BG (229 pupils)
- 0.7 miles Beckhampton Centre NG56EQ
- 0.8 miles Southwark Infant and Nursery School NG60DA
- 0.8 miles Haywood School NG53HZ
- 0.8 miles Henry Mellish Comprehensive School NG69DS
- 0.8 miles Green Crescent Primary School NG60DG (53 pupils)
Henry Whipple Primary School
Padstow Road, Bestwood, Nottingham, NG5 5GH
|Inspection dates||12–13 February 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress from starting |
Teachers know each pupil's needs well. They
Pupils enjoy school. They behave well and
Leaders keep a close check on the quality of
points which are well below expectations for
provide activities which are interesting, lively
and varied. They give pupils good advice on
how to improve their work.
feel safe, although a small number have high
levels of absence.
teaching. Training for staff and an eagerness
to improve have raised the quality of teaching
| The governing body knows the school well. |
The school promotes pupils' spiritual, moral,
Governors provide a good level of support.
They share the school leaders' vision for
social and cultural development well. Pupils
enjoy a wide variety of activities and get on
well together. They are being well prepared for
a future in the modern world.
| There is not enough outstanding teaching |
At times the most-able pupils are not given
and teaching in a few lessons still requires
demanding enough work.
| Pupils do not always have the chance to act |
Attendance figures are below average. A few
upon the advice their teachers give them about
how to improve their work.
pupils are persistently absent.
|Inspection report:||Henry Whipple Primary School, 12–13 February 2013||2 of 10|
Information about this inspection
- Inspectors observed teaching in all classes. They observed 17 lessons, two of them jointly with
the headteacher, and made brief visits to several more. They also examined closely the work in
- Inspectors held discussions with pupils, parents and carers, school staff, governors, and an
officer representing the local authority.
- Inspectors scrutinised a wide range of documents covering safeguarding and child protection,
attendance, behaviour, pupils’ progress and attainment, the work of the governing body, the
school improvement plan, and the monitoring of teaching quality.
- They consulted the Parent View website, although only three parents and carers had posted
responses to the on-line questionnaire.
|Richard Marsden, Lead inspector||Additional Inspector|
|Simon Camby||Additional Inspector|
|Inspection report:||Henry Whipple Primary School, 12–13 February 2013||3 of 10|
Information about this school
- The school is an average-sized primary school.
- The proportion of pupils from minority ethnic groups is average, as is the proportion who speak
English as an additional language.
- The proportion of pupils known to be eligible for the pupil premium is more than double the
national average. (This is additional government funding for pupils known to be eligible for free
school meals, those in local authority care and pupils with a parent in the armed forces.)
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average.
- The proportion of these pupils supported at school action plus, or with a statement of special
educational needs, is average.
- All pupils are educated on site. The school does not use alternative provision to support any of
- The school meets the government’s current floor standards, which set the minimum standards
for pupils' attainment and progress.
What does the school need to do to improve further?
- Improve teaching so that it leads to faster progress in English and mathematics by making sure
there is more challenge for the most-able pupils so that, by the end of Year 6, more pupils
reach above-average standards in English and mathematics
pupils act decisively on teachers’ advice about how to improve their work and thus learn
effectively from their mistakes and speed up their progress in writing.
- Strengthen the school's engagement with the small minority of families who struggle to make
sure their children attend school regularly, so that attendance improves.
|Inspection report:||Henry Whipple Primary School, 12–13 February 2013||4 of 10|
|The achievement of pupils||is good|
- When children join the school their knowledge and skills are well below those expected for their
age. They make good progress from the start of the Early Years Foundation Stage, and by the
end of Year 6, their standards in English and mathematics are in line with those found nationally.
- Parents and carers, and pupils themselves, say that pupils’ progress is good. Inspectors found
no significant variations in the progress of boys and girls. The large number of pupils known to
be eligible for free school meals also achieve well. There is no gap between their achievement
and that of other pupils. The school uses the extra funding available through the pupil premium
very effectively to provide extra support and to make sure that their achievement is good.
- Disabled pupils and those who have special educational needs achieve well. Their needs are very
carefully identified and they receive intensive support in lessons or in one-to-one or small- group
activities with a teaching assistant or other adult nearby. Pupils from minority ethnic heritages
and those who speak English as an additional language also make good progress.
- Standards of reading are average by the end of Year 6. Pupils' scores in the 2012 Year 1 reading
check were below average, but this represented good progress from these pupils' very low
starting points. The most-able pupils in Years 2 and 6 read fluently and with very good
expression. A few show skills in advance of their age, although a lack of challenge at times
prevents more from reaching above-average standards.
- Less-able pupils in Years 2 and 6 are more hesitant, but they show a good grasp of the
principles of reading. They can show how they cope with unfamiliar words using the ‘sounding
out’ and ‘blending’ techniques which they have been taught. Pupils say they read every day, and
they talk enthusiastically about the kind of books they enjoy reading and why they enjoy them.
- Achievement in mathematics is good. Pupils concentrate well on the tasks they are given in
lessons because these are interesting and motivating. They enjoy learning through ‘hands-on’
activities, for example, handling money in a lesson on adding up and subtracting. They respond
well to teachers’ probing questions which are carefully designed to help deepen and broaden
their understanding. They often discuss questions in pairs before giving answers.
- Pupils benefit from opportunities to write at length about a range of topics and in different
styles. They were proud to write the script for a film based on 'War of the Worlds' which was
performed for parents and carers at an actual cinema. The regular 'writing challenge' inspires
them in a fun and competitive way, to practise their writing.
|The quality of teaching||is good|
- Teachers expect pupils to work hard. They plan activities carefully to make sure that they
capture pupils' interest, motivate both boys and girls and make them want to learn. They make
good use of visual aids, computer technology, ‘hands-on’ tasks, and activities against the clock
to see that lessons move at a good pace.
- Pupils do not have to sit and listen passively for too long, and they do not become bored.
Teachers take account of what most pupils already know, understand and can do, and in general
they plan activities which challenge most pupils well. In some lessons, however, the tasks given
to the most-able pupils do not always challenge them sufficiently and this holds back their
|Inspection report:||Henry Whipple Primary School, 12–13 February 2013||5 of 10|
- Teachers give good support to disabled pupils and those who have special educational needs, to
make sure they are not disadvantaged in any way. Teaching assistants and volunteers are very
well briefed. They provide frequent 'catch-up' sessions. These may be for individuals or small
groups during lesson time, or at other times, including sessions before the school day which
pupils attend voluntarily.
- Teachers plan memorable events which arouse pupils' curiosity and stir their imagination. During
the inspection, for example, pupils were intrigued by the 'discovery' of a mysterious egg in the
school grounds. This gave rise to work in all classes covering literacy, numeracy, science, history
and art, and pupils had contact with police officers, scientists, journalists and others as they
probed the 'mystery'. Their enthusiasm and motivation for what they were learning were
- In an outstanding English lesson, pupils were deeply engrossed and made rapid progress as they
wrote newspaper articles based on the mystery egg, using some impressive 'journalistic'
vocabulary. Younger pupils engaged very well with a reading task which required them to put
the events in order following the discovery of the egg.
- Teachers mark work conscientiously, showing pupils clearly how well they are doing and pointing
out what they need to do to improve. Pupils say they find these comments helpful. Sometimes,
however, teachers do not check that pupils act on the advice they are given to improve their
writing. As a result, the same mistakes sometimes occur repeatedly in a pupil's work and their
progress in writing slows.
- In the Early Years Foundation Stage, adults aim high from the outset. They interact constantly
with children, taking every opportunity to develop children's social, observational and language
skills. Their encouragement gives children the confidence to try out the activities on offer. These
activities, both indoors and out, are purposeful and varied, carefully planned to promote
different aspects of children’s learning.
|The behaviour and safety of pupils||are good|
- Pupils’ behaviour is good and is well managed by staff. Pupils show respect for others and an
eagerness to learn. The school is a calm and harmonious community where teachers can teach,
and pupils can learn, in a purposeful and effective way.
- Pupils are proud to take on jobs and responsibilities within school. They develop confidence and
self-esteem as they serve, for example, as buddies, school councillors, eco-warriors or helping
with the school savings bank.
- Pupils and their parents and carers express confidence that pupils are safe in school and free
from harassment. Bullying and safety issues are well covered in lessons and assemblies, and
pupils show a good awareness of different types of bullying, including internet-based bullying.
They are confident that the school will handle any such instances effectively if they should arise.
- The school gives good support to pupils whose circumstances may make them particularly
vulnerable. The inspectors saw telling examples of how such support has improved the attitudes
and progress of individual pupils facing particularly difficult circumstances.
- Teachers take the school motto 'Believe, Belong, Achieve' very seriously. They take every
opportunity to raise pupils' aspirations and build their sense of self worth. Pupils are visited at
home before they join the Early Years Foundation Stage. At other key moments teachers take
great care to see that pupils feel confident and well prepared for what they are about to do.
|Inspection report:||Henry Whipple Primary School, 12–13 February 2013||6 of 10|
- Attendance rates have risen although they remain below average. They are no higher than this
because of the persistent absenteeism of a small number of pupils whose families do not send
them to school regularly.
- Pupils respond thoughtfully to opportunities to reflect on life’s deeper issues.
They are quick to
help people less fortunate than themselves and show a good appreciation of the diversity of
cultures in modern Britain.
They are well prepared for modern society.
|The leadership and management||are good|
- Leaders and managers keep all aspects of the school’s work under close scrutiny. They have an
accurate awareness of its strengths and weaknesses. Staff share high ambitions and high
expectations, and they work together well as they seek further improvement for the benefit of
the pupils. The school improvement plan sets out ambitious but realistic targets.
- The performance of staff is overseen closely. At the time of the inspection two class teachers
had only recently qualified. They were receiving high quality support to make sure that their
teaching promoted good progress in pupils. Teachers' salary progression is carefully monitored,
and promotion is only given when the impact on pupils' achievement indicates that this is fully
- Staff training, either arranged by the school itself or by the local authority, has led to significant
improvement since the last inspection. Key improvements include more effective use of teaching
assistants, improved pace of lessons, better use of questioning so that it deepens and broadens
pupils' understanding and sharper checking of the school's work.
- The local authority regularly confirms that the standards teachers apply when they mark pupils’
work in reading, writing and mathematics throughout the school are in line with the standards
agreed nationally. As a result, teachers can give pupils an accurate idea of how well they are
doing in relation to pupils nationally.
- Pupils learn a broad and balanced range of subjects. The school offers a range of out-of-school
activities, including music, various sports, cooking and gardening. These are popular and well
attended. Visitors, visits and special events such as the visit from an artist to create a sculpture
in the school grounds, provide memorable experiences. From Year 2 onwards, pupils enjoy
residential visits. These each have a different emphasis and include, for older pupils,
adventurous outdoor activities to develop confidence and self-esteem.
- The school engages well with most families. Opportunities for parents and carers to come into
school and learn alongside their children are popular and well attended. Conferences between
teachers and individual parents and carers, which have replaced traditional parents' evenings,
provide a good two-way channel of communication between home and school.
- Leaders make sure that there is no discrimination, so all pupils, regardless of background or
need, have full access to everything the school offers. Child protection and safeguarding have a
high priority and are kept under meticulous review. Leaders see that all legal requirements are
met and that good practice prevails.
|Inspection report:||Henry Whipple Primary School, 12–13 February 2013||7 of 10|
- The governance of the school:
There had been significant changes to the make-up of the governing body in the weeks before
the inspection. However, the governing body is well organised and well informed about the
school. Governors undergo frequent training, most of it provided by the local authority, to
update their knowledge and skills. They know the school’s strengths and areas for
improvement, and how well it performs against schools nationally. They provide valuable
support for the headteacher and make a good contribution to the school's quest for further
improvement. Some governors are closely involved with the day-to-day work of the school and
with the community it serves. They serve, for example, as reading volunteers, or they lead
assemblies. More formal visits, where governors hold discussions with staff, produce written
reports and agree targets for further development are at an early stage of development.
Governors have an accurate view of the quality of teaching. They know where the strengths in
teaching lie and how the school has tackled underperformance. They have a good grasp of the
way finances, including the pupil premium, are used to promote pupils' achievement. They
make sure that, when staff move up the salary scales, this relates to their impact on pupils’
achievement. Governors play a full part in seeing that all adults who have access to pupils are
vetted, and that pupils are kept safe.
|Inspection report:||Henry Whipple Primary School, 12–13 February 2013||8 of 10|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Henry Whipple Primary School, 12–13 February 2013||9 of 10|
|Unique reference number||131017|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||229|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 February 2011|
|Telephone number||0115 9155723|
|Fax number||0115 9155724|