School etc

Nailsworth Church of England Primary School

Nailsworth Church of England Primary School
Nympsfield Road

phone: 01453 832382

headteacher: Mr Vince Southcott


school holidays: via Gloucestershire council

171 pupils aged 4—10y mixed gender
210 pupils capacity: 81% full

90 boys 53%


80 girls 47%


Last updated: June 19, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 383875, Northing: 200036
GPS coordinates
Latitude: 51.699, Longitude: -2.2347
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 27, 2013
Diocese of Gloucester
Region › Const. › Ward
South West › Stroud › Nailsworth
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Stroud

Schools nearby

  1. 0.1 miles Highwood School GL60ET
  2. 0.6 miles St Dominic's Catholic Primary School GL55HP
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  4. 0.8 miles The Acorn School GL60BP (49 pupils)
  5. 0.9 miles Ruskin Mill College GL60PL
  6. 1 mile Beaudesert Park School GL69AF (402 pupils)
  7. 1.1 mile Amberley Parochial School GL55JG (104 pupils)
  8. 1.2 mile Horsley Church of England Primary School GL60PU (104 pupils)
  9. 1.2 mile Cotswold Chine School GL69AG (53 pupils)
  10. 1.6 mile Woodchester Endowed Church of England Aided Primary School GL55PD (142 pupils)
  11. 1.7 mile The Ridge GL525QH
  12. 1.8 mile Bownham Park School GL55DA
  13. 2.1 miles Minchinhampton School GL69BP (296 pupils)
  14. 2.2 miles Gastrells Community Primary School GL53PS (173 pupils)
  15. 2.3 miles Brimscombe Church of England (VA) Primary School GL52QR (98 pupils)
  16. 2.4 miles St Joseph's Catholic Primary School GL103TY (103 pupils)
  17. 2.5 miles Thrupp School GL52EN (121 pupils)
  18. 2.6 miles Kings Stanley Infant School GL103PN
  19. 2.6 miles King's Stanley CofE Primary School GL103PN (197 pupils)
  20. 2.8 miles Avening Primary School GL88NF (109 pupils)
  21. 2.8 miles King's Stanley Church of England Junior School GL103HZ
  22. 2.9 miles Leonard Stanley Church of England Primary School GL103LY (179 pupils)
  23. 3 miles Rodborough Community Primary School GL53RT (212 pupils)
  24. 3 miles The Cornerstone GL54TX

List of schools in Stroud

School report

Nailsworth Church of

England Primary School

Nympsfield Road, Nailsworth, Stroud, GL6 0ET

Inspection dates 27 –28 February 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Nailsworth is a school where every pupil
Pupils’ progress is accelerating rapidly
All groups of pupils currently in the school
Teaching is now good, and outstanding in
matters. As a result they are happy, feel safe
and enjoy school.
because of the headteacher’s relentless and
successful focus on raising standards. This
has led to the elimination of previous
underachievement and improvements to all
aspects of the school’s work, especially
make good progress, so that by the end of
Year 6 attainment is above average in English
and mathematics.
Year 2 and Year 6.
A caring and nurturing atmosphere is evident
Leadership and management, including the
Attendance is average and improving.
throughout the school and contributes well to
pupils’ good behaviour, safety and spiritual,
moral, social and cultural development.
governors, are successful in driving the school
forward. They carefully check the quality of
teaching, which has improved since the
previous inspection. Any pupils who are falling
behind are quickly identified and given the help
they need to catch up.
Some teaching does not always offer enough
The marking of pupils’ work, the guidance on
challenge, and as a result, this occasionally
slows the rate at which pupils make progress
as they move through the school.
how they can improve and the opportunities
they have to respond to teachers’ comments
are not consistent in all classes.
Pupils are not always provided with sufficient
opportunities to apply their mathematical skills
and understanding to solve problems and to
think about and explain their learning and
Inspection report: Nailsworth Church of England Primary School, 27–28 February 2013 2 of 9

Information about this inspection

  • The inspection team observed 16 lessons or part lessons, attended an assembly and listened to
    groups of pupils read.
  • Two observations of lessons were carried out jointly with the headteacher.
  • The inspection team scrutinised the 28 responses to the on-line Parent View survey, and the
    returns from the school’s own parental questionnaire.
  • Eighteen completed staff questionnaires were analysed.
  • Meetings took place with staff, pupils, a group of governors, and a representative from the local
  • The inspection team observed the school’s work and scrutinised records of pupils’ progress, the
    school’s checks on teaching and learning and its development plan, minutes of meetings of the
    governing body, and behaviour, attendance and safeguarding documents.

Inspection team

Carol Warrant, Lead inspector Additional Inspector
David King Additional Inspector
Inspection report: Nailsworth Church of England Primary School, 27–28 February 2013 3 of 9

Full report

Information about this school

  • Nailsworth Primary School is a smaller than average-sized primary school.
  • The proportion of pupils known to be eligible for the pupil premium (extra funding to support
    pupils eligible for free school meals, those looked after by the local authority and those children
    from service families) is similar to the national average.
  • The proportion of pupils from ethnic backgrounds other than White British is below average.
  • A small number of pupils are learning to speak English as an additional language.
  • The proportion of pupils supported through school action is average, while the proportion
    supported at school action plus or with a statement of special educational needs is below
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • The school accommodates a Nursery and before- and after-school clubs. These are not managed
    by the governing body and are inspected separately from the school.

What does the school need to do to improve further?

  • Improve teaching so that pupils’ progress is accelerated further, especially in mathematics, by:
    making sure that work is at precisely the right level for pupils of different abilities so it is not
    too hard or too easy
    marking always includes next steps and pupils have more opportunities to check their own
    work and to respond to teachers’ marking
    giving pupils more opportunities to apply and explain their mathematical learning in solving
    using the outstanding teaching in the school to inspire and develop teachers where teaching is
    less strong.
Inspection report: Nailsworth Church of England Primary School, 27–28 February 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • Most pupils make good progress across the school and achieve well in both English and
  • Children start school with skills that are below those typically expected for their age. Most
    children make the progress expected by the time they enter Year 1 because of the wide range of
    well-planned activities which take account of their individual needs.
  • At Key Stage 1 the rate at which pupils make progress is now increasing rapidly. Scrutiny of
    pupils’ work, hearing them read and lesson observations support the school’s view that
    attainment is now broadly average at the end of Key Stage 1 and that progress is good,
    especially in Year 2.
  • Progress throughout Key Stage 2 varies. However, in upper Key Stage 2, particularly Year 6, the
    speed at which pupils make progress increases rapidly. As a result current pupils’ attainment is
    above average at the end of Key Stage 2 and their progress is good.
  • Although progress in mathematics has not improved as rapidly as in English, school records and
    work in pupils’ books show that pupils’ progress is now accelerating at a faster rate overall. This
    is especially so in Key Stage 2 where pupils are taught in ability sets which cross year group
    boundaries. This ensures that teachers’ planning and expectations are more tightly focused on
    individual needs, leading to good progress.
  • On occasion progress slows when activities are not challenging enough, when pupils are unsure
    of what they need to do to improve and, in the case of mathematics, when opportunities are
    missed for them to engage in problem solving.
  • Pupils from ethnic backgrounds other than White British and those who speak English as an
    additional language make progress similar to other pupils in the school.
  • Disabled pupils and those who have special educational needs make good, and sometimes
    outstanding, progress due to the timely support they receive both in class, in small groups and
    one to one.
  • Pupil-premium funding is used well to provide extra resources and additional support both in and
    outside the classroom. This is making a positive difference to the achievement of the pupils in
    receipt of this support so that they make good progress. They attain less well than other pupils
    in English and mathematics, as shown by their average points scores. However, these scores
    also show that the gap in attainment between these pupils and other pupils in the school is
    closing at the end of Key Stage 2. School checks confirm the gap is continuing to close.
The quality of teaching is good
  • Teaching has improved significantly since the previous inspection.
  • Recently appointed senior teachers have brought new strengths that have added to the overall
    quality of teaching. As a result teaching is improving rapidly. Overall teaching is good with some
    that is outstanding.
  • Teachers have a good understanding of data relating to pupils’ progress. They mostly use
    assessment information well in planning lessons and generally plan suitable activities that are at
    the right level of difficulty for all abilities. However, in some classes, pupils are not always
    offered hard enough work to further increase the rate at which they make progress, nor are they
    provided with enough opportunities to engage in problem solving in order to apply their
    mathematical learning and explain their thinking.
  • In the best lessons pupils respond with eagerness and enthusiasm and soak up learning,
    especially when they are actively involved in lessons. For example, in Year 6, pupils worked
    enthusiastically on meaningful problem-solving activities which challenged their thinking. The
    teacher questioned, challenged and deepened the learning of all pupils by asking them to
    explain their strategies to each other and the class. This promoted excellent understanding and
Inspection report: Nailsworth Church of England Primary School, 27 –28 February 2013 5 of 9
  • Teachers and teaching assistants work in excellent partnership. Teaching assistants provide
    effective support to ensure the needs of disabled pupils, those who have special educational
    needs and those pupils who are entitled to pupil premium funding, are met well. This underpins
    the good progress these pupils make.
  • Teachers’ marking and feedback across the school are regular and positive. In the best
    examples, pupils are informed of what they have done well, what they need to do to further
    improve, and have opportunities to respond to teachers’ comments and to correct their errors.
    However, this is not consistent in all classes.
  • Learning targets in writing and mathematics are regularly reviewed in the case of pupils in Years
    5 and 6, and these pupils are clear about, and talk knowledgeably of, what they have to do to
The behaviour and safety of pupils are good
  • Behaviour has improved significantly since the last inspection.
  • Pupils behave well in lessons. They work readily in pairs and groups and support one another in
    their learning.
  • Behaviour around the school is generally good. Pupils are sensible and most manage their
    behaviour well. Pupils mix well with each other in the playground and the dining hall.
  • School records of incidents regarding behaviour are well recorded, and procedures and support
    for the minority of pupils who sometimes find behaving well more challenging are effective.
  • Pupils have a good understanding of safety and say they feel safe in school. They understand
    the forms that bullying can take, including cyber bullying. They say bullying is rare and are
    confident of whom to go to, and that things would be dealt with, should they have a problem.
  • Pupils are very respectful and courteous to each other and adults. The school successfully
    promotes good relationships and ensures discrimination of any kind is not tolerated. Pupils are
    very proud of their school.
  • Children in the Reception class make good progress in their personal, social and emotional
  • Attendance has improved since the last inspection and is now average.
The leadership and management are good
  • The capable and uncompromising leadership by the headteacher has been key to the school’s
    rapid improvement since the time of the previous inspection. With the support of senior leaders
    and the local authority he has made brave decisions and implemented many actions to bring this
    about. For example, following a period of considerable difficulties and changes in staffing, he has
    built a strong team which, along with members of the governing body, shares an ambition to
    secure improvement.
  • Leaders at all levels are effective. Their sharply focused checks on teaching and learning give
    staff clear guidance on how to improve, driving improvement forward by tackling weaknesses
    quickly and successfully through well-planned training and coaching. However, while outstanding
    practice in the school is now being shared, the school acknowledges that there are some
    remaining inconsistencies in a minority of teaching.
  • Pupils’ progress is checked carefully. Any underachievement is identified quickly and actions are
    taken to provide additional support. The school’s leadership promotes and checks that all pupils
    have equal opportunities for success. It has put plans in place and carried out a number of well-
    considered actions aimed at improving pupils’ attainment. For example, additional income
    received by the school to support those pupils eligible for the pupil premium is used very
    effectively to accelerate the progress they make.
Inspection report: Nailsworth Church of England Primary School, 27 –28 February 2013 6 of 9
  • The curriculum rightly focuses on the basic skills of reading, writing and mathematics while also
    making creative links between different subject areas. It is enriched by many exciting and
    memorable activities, such as residential visits, a range of after-school activities and well-
    considered visits and visitors, such as the visit from the ‘Hedgehog Man’ to the Reception class,
    which brings learning to life and fires up pupils’ imagination.
  • Pupils have been given a wide range of opportunities to participate in many cultural and sporting
    activities. There are a number of sports teams and clubs which mean they can access artistic,
    dramatic, musical and sporting activities. During the inspection the pupils in Year 4 were linking
    work to ‘Macbeth’ and had been given the opportunity to perform the play, and in Year 3 pupils
    were taking part in a Pirates day with a visiting storyteller.
  • The school places strong emphasis on pupils’ spiritual, moral, social and cultural development.
    Friendship was a key theme at the time of the inspection and this was seen to good effect in the
    teaching of personal, social and health education, and during a celebration assembly. Pupils are
    encouraged to investigate and explore moral and ethical issues, for example in a recent history
    project they had simulated the feelings of refugee children.
  • Since the previous inspection, the local authority had provided close support to the school. This
    level of support has now been reduced as it considers that the school has good capacity for
    further improvement.
  • Leadership and management are not judged as outstanding because teaching is not yet
    outstanding, but there are very positive signs for the future.
  • The governance of the school:
    Governors know the strengths and areas for development in the school and how well the
    school’s performance compares with others, and they appropriately challenge and support
    senior leaders. They have a good understanding of pupils’ progress and know that pupils are
    now achieving well when compared to pupils nationally. They have discussed how pupil
    premium funding should be spent and have reviewed the difference this has made to the
    progress of these pupils. They have a good understanding of the quality of teaching in school,
    including how underperformance is addressed. Performance management procedures are very
    thorough, matched to best practice and well understood by governors. Governors sign off pay
    recommendations for staff and are involved in recruitment. They take advantage of training
    opportunities and visit the school regularly. Governors ensure statutory duties are met
    including safeguarding.
Inspection report: Nailsworth Church of England Primary School, 27–28 February 2013 7 of 9

What inspection judgements mean


Grade Judgement Description
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: Nailsworth Church of England Primary School, 27–28 February 2013 8 of 9

School details

Unique reference number 115637
Local authority Gloucestershire
Inspection number 405594

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary controlled
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 160
Appropriate authority The governing body
Chair Sean Davis
Headteacher Vince Southcott
Date of previous school inspection 17–18 May 2011
Telephone number 01453832382
Fax number 01453 836348
Email address reveal email: adm…


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