Haydn Primary School

Haydn Primary School is a vibrant, happy and caring school where pupils flourish. Behaviour and attitudes, personal development and early years provision are outstanding, while the quality of education and leadership and management are good. Pupils are polite, respectful and attentive, and they typically achieve high standards by the end of Year 6. The school has high ambition for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). The curriculum has been carefully reviewed and is now complete across all subjects, with a strong focus on reading and phonics. Children in the early years settle quickly and make a very strong start. Personal development is exceptionally well promoted through a wide range of trips, activities and leadership roles, and pupils develop a mature understanding of values such as democracy. Attendance is in line with the national average and improving, safeguarding is effective, and staff feel well supported with their workload and well-being. The main area for improvement is assessment. The school’s approach is not consistently strong in all curriculum areas, particularly in subjects that have not yet been revised. In these areas, teachers do not use assessment systematically enough to identify gaps in knowledge and help pupils embed and apply their learning. The school should ensure that systematic checks on pupils’ knowledge and understanding are used effectively in all subjects. This was the school’s first routine inspection since the COVID-19 pandemic, and under the current framework no overall effectiveness grade is awarded.

Strengths

• Pupils’ behaviour and attitudes are exceptional; they are polite, respectful and attentive.
• Personal development is a significant strength, with a wide range of opportunities and leadership roles for all pupils, including disadvantaged pupils and those with SEND.
• Early years provision is outstanding; children settle quickly and make a very strong start.
• Reading and phonics are strongly prioritised, with systematic teaching and skilled catch-up support.
• The curriculum is ambitious and well sequenced across all subjects and year groups.
• Staff have secure subject knowledge and adapt teaching to support pupils who need extra help.
• Attendance is in line with the national average and improving, with meticulous analysis and supportive work with families.
• Safeguarding arrangements are effective.
• Staff value support for workload and well-being, and governors provide effective challenge and support.

Areas for Improvement

• Assessment is not consistently strong across all curriculum areas, so gaps in pupils’ knowledge are not always identified systematically.
• In subjects that have not been revised, teachers do not use assessment systematically enough to help pupils embed and apply learning.
• The school does not yet have a secure view of pupils’ knowledge, understanding and skills across every subject.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Haydn Primary School attended 96.1% of sessions (the national figure for primary schools was 94.8%). 7.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.2% of pupils at Haydn Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Haydn Primary School had 23.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 7.8% of pupils at Haydn Primary School were on SEN support (nationally 15.4%) and 1.1% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Haydn Primary School received £6,140 and spent £6,388 for each of its 449 pupils. It ended the year with reserves of £80,000 (£179 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Haydn Primary School's Ofsted rating?

The latest Ofsted rating for Haydn Primary School is Good, from an inspection in January 2025.

When was Haydn Primary School last inspected by Ofsted?

Haydn Primary School was last inspected in January 2025.

How many pupils does Haydn Primary School have?

Haydn Primary School has 459 pupils on roll.

What age range does Haydn Primary School cover?

Haydn Primary School for pupils aged 3 to 11.

What are Haydn Primary School's SATs (KS2) results?

In 2025, 82% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Haydn Primary School?

Haydn Primary School is at Haydn Road, Sherwood, Nottingham, Nottinghamshire, NG5 2JU.