Norwood Primary School
phone: 01733 574717
headteacher: Mrs Deborah Reynolds
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 %
- 0.2 miles Gunthorpe Primary School PE47YP (376 pupils)
- 0.5 miles Paston Ridings Primary School PE47XG (494 pupils)
- 0.5 miles Paston Ridings Junior School PE46XG
- 0.5 miles Paston Ridings Infant School PE47XG
- 0.6 miles Honeyhill Community Primary School PE47DH
- 0.7 miles Caverstede Early Years Centre PE46EX (156 pupils)
- 0.8 miles Walton Junior School PE46HX
- 0.8 miles Walton Infant School PE46HX
- 0.8 miles Welbourne Primary School PE46NR (173 pupils)
- 0.8 miles Walton Community School PE46HX
- 0.8 miles Discovery Primary School PE46HX (499 pupils)
- 0.9 miles Werrington Junior School PE46QG
- 0.9 miles Werrington Infant School PE46QG
- 0.9 miles The Voyager School PE46HX
- 0.9 miles Werrington Primary School PE46QG (420 pupils)
- 0.9 miles Medeshamstede School PE46EA
- 0.9 miles The Voyager Academy PE46HX (1372 pupils)
- 1.1 mile Fulbridge Junior School PE13JQ
- 1.1 mile Fulbridge Infant and Nursery School PE13JQ
- 1.1 mile Fulbridge Primary School PE13JQ
- 1.1 mile Fulbridge Academy PE13JQ (711 pupils)
- 1.2 mile John Mansfield School PE14HX
- 1.2 mile Ken Stimpson Community School PE46JT (1048 pupils)
- 1.2 mile Iqra Academy PE38YQ (66 pupils)
Norwood Primary School
Gunthorpe Road, Peterborough, PE4 7DZ
|Inspection dates||23–24 October 2012|
|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’ 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
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.
|Alison Cartlidge, Lead inspector||Additional Inspector|
|James McAtear||Additional Inspector|
|Inspection report:||Norwood Primary School, 23–24 October 2012||3 of 9|
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
- 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|
|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
- 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
- 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 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|
|Unique reference number||110734|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||199|
|Appropriate authority||The governing body|
|Date of previous school inspection||14 November 2007|
|Telephone number||01733 574717|
|Fax number||01733 703250|
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