School etc

Norwood Primary School

Norwood Primary School
Gunthorpe Road

phone: 01733 574717

headteacher: Mrs Deborah Reynolds


school holidays: via Peterborough council

199 pupils aged 4—10y mixed gender
210 pupils capacity: 95% full

115 boys 57%


85 girls 43%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 518547, Northing: 303075
GPS coordinates
Latitude: 52.613, Longitude: -0.2506
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 23, 2012
Region › Const. › Ward
East of England › Peterborough › Werrington South
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Peterborough

Schools nearby

  1. 0.2 miles Gunthorpe Primary School PE47YP (376 pupils)
  2. 0.5 miles Paston Ridings Primary School PE47XG (494 pupils)
  3. 0.5 miles Paston Ridings Junior School PE46XG
  4. 0.5 miles Paston Ridings Infant School PE47XG
  5. 0.6 miles Honeyhill Community Primary School PE47DH
  6. 0.7 miles Caverstede Early Years Centre PE46EX (156 pupils)
  7. 0.8 miles Walton Junior School PE46HX
  8. 0.8 miles Walton Infant School PE46HX
  9. 0.8 miles Welbourne Primary School PE46NR (173 pupils)
  10. 0.8 miles Walton Community School PE46HX
  11. 0.8 miles Discovery Primary School PE46HX (499 pupils)
  12. 0.9 miles Werrington Junior School PE46QG
  13. 0.9 miles Werrington Infant School PE46QG
  14. 0.9 miles The Voyager School PE46HX
  15. 0.9 miles Werrington Primary School PE46QG (420 pupils)
  16. 0.9 miles Medeshamstede School PE46EA
  17. 0.9 miles The Voyager Academy PE46HX (1372 pupils)
  18. 1.1 mile Fulbridge Junior School PE13JQ
  19. 1.1 mile Fulbridge Infant and Nursery School PE13JQ
  20. 1.1 mile Fulbridge Primary School PE13JQ
  21. 1.1 mile Fulbridge Academy PE13JQ (711 pupils)
  22. 1.2 mile John Mansfield School PE14HX
  23. 1.2 mile Ken Stimpson Community School PE46JT (1048 pupils)
  24. 1.2 mile Iqra Academy PE38YQ (66 pupils)

List of schools in Peterborough

School report

Norwood Primary School

Gunthorpe Road, Peterborough, PE4 7DZ

Inspection dates 23–24 October 2012
Overall effectiveness This inspection: Good 2
Previous 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’ attainment is above average and they
Reception Year children do especially well in
Teaching is typically good and inspires pupils
all make good progress from their starting
speaking, and in learning about letters and
to want to learn because lessons are made
interesting. Members of staff work well as a
team helping pupils of different abilities.
Pupils’ thorough enjoyment of school is evident
Leaders know the school well and understand
in their high attendance and willingness to help
each other in class and around school. Pupils
feel safe and know how to stay safe.
how to make it even better in the future.
Consequently, teaching and pupils’ progress
are improving rapidly, following a time when
progress slowed because of many changes in
Children in the Reception Year are not always
Occasionally, teachers do not ask questions
given enough guidance so that they can work
purposefully on tasks they have chosen for
that encourage discussion or give pupils
enough chance to explain their answers.
Teachers do not always check that all pupils,
Leaders do not always identify for teachers
especially those of average ability in
mathematics, understand their work and are
learning quickly.
precisely what they need to do next in order to
improve their teaching.
Inspection report: Norwood Primary School, 23–24 October 2012 2 of 9

Information about this inspection

  • The inspectors observed 20 lessons and mostly with the headteacher or deputy headteacher.
  • Meetings were held with senior leaders and teachers, pupils, members of the governing body
    and a representative from the local authority.
  • The inspection took into account 43 responses to the online ‘Parent View’ questionnaire and held
    informal discussions with a sample of parents and carers.
  • The inspection team considered the views expressed in 19 staff questionnaires.
  • A range of information supplied by the school was scrutinised, including the school’s own
    assessment data, planning and monitoring documents, the school development plan, records
    relating to behaviour and attendance, and safeguarding documents.

Inspection team

Alison Cartlidge, Lead inspector Additional Inspector
James McAtear Additional Inspector
Inspection report: Norwood Primary School, 23–24 October 2012 3 of 9

Full report

Information about this school

  • Norwood Primary is a smaller than average primary school.
  • The proportion of pupils at school action (those who need extra help from staff at school) is
    below average.
  • The proportion of pupils school action plus (those who receive extra help from professionals
    external to the school) or have a statement of special educational needs (a legal document
    which outlines what pupils should be provided with and what they should achieve) is also below
  • The proportion of pupils eligible for extra funding through the ‘pupil premium’ is below average.
    (Pupil premium funding is provided for children in local authority care, pupils known to be
    eligible for free school meals and those from service families, such as in the army).
  • There have been several changes in staffing and on the governing body over the last two years.
  • The school meets the government’s current ‘floor standards’, which set the minimum
    expectations for pupils’ attainment and progress.
  • The after-school care is privately run and was not part of this inspection.

What does the school need to do to improve further?

  • Ensure that Reception children are given enough guidance so that the tasks that they choose
    themselves are always purposeful and move learning forward quickly.
  • Ensure that all teaching is good or better by:
    making sure that teachers always ask questions that give pupils the chance to think deeply
    and explain their thinking
    checking within lessons that all pupils, especially those of average ability in mathematics,
    understand and are learning quickly, and adjusting work where necessary
    ensuring that leaders’ lesson observations identify precisely what teachers need to do to
    improve their teaching.
Inspection report: Norwood Primary School, 23–24 October 2012 4 of 9

Inspection judgements

The achievement of pupils is good
  • Attainment on entry to Reception varies from year to year. Last year, the majority of children
    were working within the levels expected for their age. They made good progress and attainment
    rose so that most were at or beyond the expected levels when they joined Year 1.
  • Children in the Reception Year are keen to learn. They do especially well in phonics (the sounds
    letters make) and in speaking. For example, children discussed the emotions of a drowning ant
    compassionately with comments such as: ‘He was scared because he can’t swim back.’ Girls do
    better than boys in writing but more ‘boy-friendly’ activities are being planned as a consequence.
    Occasionally, when children are working at activities they have chosen for themselves, they do
    not learn as quickly as they could because the activity does not have a clear purpose.
  • By the end of Year 2, attainment in reading is above average. Pupils enjoy reading and make
    use of their knowledge of phonics. They typically say, ‘I’m a good reader because I think about
  • Attainment is above average in English and mathematics by the end of Year 6. Pupils make good
    progress overall but do better in English than in mathematics. This is because, in mathematics,
    some pupils of average ability make less progress than the rest of the class. Teachers do not
    always check that these pupils understand their work and are making enough progress within
    the lesson.
  • Disabled pupils and those who have special educational needs learn quickly because members of
    staff provide good support that boosts learning.
  • Pupils for whom the school receives the pupil premium funding are supported well enabling
    them to make good progress. Their progress is monitored carefully and additional support
    provided if they are at risk of falling behind in their learning or if they lack confidence.
The quality of teaching is good
  • Most teaching is good because members of staff work together well and have good relationships
    with their pupils and as a result pupils learn quickly most of the time. For example, pupils in Year
    1 were pleased when encouraged to give each other a ‘round of applause’ by clapping in a circle
    shape in the air and this helped them to appreciate what they had learnt. Teaching assistants
    make a valuable contribution to the pupils’ learning and, in most lessons, work is set at the right
    level of difficulty for all pupils.
  • Teaching is especially effective in Years 5 and 6 because these teachers provide particularly clear
    explanations and ensure that no time is wasted. Consequently, pupils work quickly and develop
    and deepen their knowledge and understanding in a range of subjects. For example, in
    mathematics in Year 5, pupils worked quickly to invent their own challenging sums where the
    answer was 40.
  • Behaviour is managed well in most lessons, so that pupils are keen to behave sensibly and work
    hard. For example, in Year 1 the teacher engaged the pupils fully when role playing as a builder
    and, consequently, they were keen to estimate numbers of bricks in the builder’s bag.
  • The way that teachers check how well pupils are doing has improved since the last inspection
    and, as a result, pupils know how they can improve their work next time. Teachers do not
    always check during a lesson that all pupils complete their work quickly. Nor do they adapt the
    work if it is proving too hard or too easy for some of the pupils. This is especially the case in
Inspection report: Norwood Primary School, 23–24 October 2012 5 of 9
  • Most teachers ask challenging questions. For example in mathematics in Year 6, the teacher
    asked: ‘What will be necessary for us to solve and draw perimeters?’ Occasionally, teachers
    correct pupils’ answers too quickly and do not give them enough opportunity to explain their
  • The school promotes equality and tackles discrimination well. Members of staff support disabled
    pupils and those who have special educational needs effectively. They develop these pupils’
    confidence by asking questions that help them know what to do, and they make suggestions
    when pupils are stuck.
The behaviour and safety of pupils are good
  • Pupils are enthusiastic learners. Consequently, attendance is high. They behave well in most
    lessons and are especially sensible and thoughtful when moving in and around the school. They
    are considerate and friendly and keen to help each other when working in pairs or groups. Pupils
    in Year 6 make comments such as: ‘You need good team skills and not argue a lot’ and, ‘You
    should accept constructive criticism.’
  • Pupils are good at taking responsibility. They help with a range of tasks as play leaders, buddies
    and monitors at lunchtime.
  • Parents, carers and pupils are pleased with behaviour at the school and are especially positive
    about how safe pupils feel at school. Pupils have a clear understanding of various types of
    bullying and are confident that any concerns raised or instances that occur will be tackled
    swiftly. As one pupil commented: ‘If there is any, it will be handled.’
  • Pupils show respect for people of various faiths. For example, pupils in Year 4 understood how
    Moslems worship and why Mecca was important to them. They are aware of their place in the
    world and the importance of fair trading to support developing economies.
  • Disruption in lessons is rare, although, at times, some pupils in Years 1 and 2 can be over
    exuberant and do not always listen carefully when the teacher starts talking.
  • Pupils are involved in checking how well they are doing and know how to improve. For example,
    one pupil said: ‘I need to use commas to break up my sentences.’
The leadership and management are good
  • Leaders have coped well with the many changes in staffing. Progress slowed because new
    teachers were being trained and supported but the school has recovered from a dip in pupils’
    progress and achievement is back to being good. Issues raised at the last inspection have been
    successfully tackled.
  • Self-evaluation is accurate and reflective, enabling leaders to have a clear understanding of what
    needs to be done to make the school even better.
Inspection report: Norwood Primary School, 23–24 October 2012 6 of 9
  • Performance management (the setting of targets which help staff improve their work) and
    professional development (staff training) are organised well, so that the improvement in staff’s
    skills is of benefit to the school and to individuals. Teaching is improving rapidly, although
    leaders do not always use their monitoring of lessons to give teachers precise guidance on what
    they need to improve.
  • Good links are made between different subjects and, as a result, pupils have good opportunities
    to make use of the various skills they have learned. For example, science linked in to history
    when pupils in Year 5 discovered why Tudor sailors got scurvy and, in Year 3, pupils used graphs
    to show how lengths of shadows change during the day.
  • Provision for pupils’ spiritual, moral, social and cultural development is good. During the
    inspection it was ‘Faith in the World Week’, and pupils studied various faiths. For example, in
    Year 5 pupils understood that Sikhs wear bangles because they ‘made you think about what you
    do with your hands’ and pupils in Year 2 were impressed with a video of Hindu dance.
  • Parents and carers are positive about the school and make comments such as: ‘I’m pleased with
    everything.’ Communications with parents and carers have improved well, but they could be
    given more specific advice on reading homework.
  • Teachers who look after subjects are good role models and their good practice is shared
    amongst the staff effectively.
  • The spending of pupil premium funding is monitored carefully. For example, pupils are given
    additional help in their weaker subjects or financial support so that they can take part in clubs
    and visits. This additional support enables them to make good progress and not to be
  • Safeguarding arrangements meet requirements and enable pupils to feel very safe.
  • The local authority increased support for the school during the time of its many staff changes,
    but now provides appropriate ‘light-touch’ support. The school has access to additional resources
    such as staff training, and members of staff have found this helpful. For example, members of
    staff have improved their marking following some of this training.
  • The governance of the school:
    Governance has strengthened over the past year, with governors becoming clearer about their
    responsibilities, including their understanding of, and involvement in performance
    The governing body plays an important role in gauging the views of parents, carers, pupils
    and staff so that all concerned with the school can be involved in planning for the future.
Inspection report: Norwood Primary School, 23–24 October 2012 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: Norwood Primary School, 23–24 October 2012 8 of 9

School details

Unique reference number 110734
Local authority Peterborough
Inspection number 403128

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

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 199
Appropriate authority The governing body
Chair Warren Fenwick
Headteacher Deborah Reynolds
Date of previous school inspection 14 November 2007
Telephone number 01733 574717
Fax number 01733 703250
Email address reveal email: off…


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