Jacksdale Primary and Nursery School

Jacksdale Primary and Nursery School is a friendly and inclusive school where pupils feel safe, attend well and behave respectfully. Inspectors found effective safeguarding, strong pastoral care and a clear family ethos, with leaders, governors and staff working closely to support disadvantaged pupils and pupils with SEND. Most areas – attendance and behaviour, early years, inclusion, leadership and governance, and personal development – meet expected standards. The early years provision, personal development programme and leadership culture are notable strengths. However, pupils' achievement in reading, writing and mathematics has been inconsistent and below national averages over the last three years, although 2025 results showed clear improvement, especially in reading and mathematics. Curriculum and teaching need attention: teaching is not consistently effective, some tasks are not well matched to what pupils need to learn, and assessment is not used consistently to identify and resolve errors or misconceptions. Leaders are acting quickly, and recent curriculum redesign is beginning to improve outcomes, but the changes have not yet had time to embed across all subjects and year groups. The school serves a smaller-than-average pupil population with above-average free school meals eligibility and above-average location deprivation. Inspectors agreed safeguarding standards are met, and leaders have an accurate understanding of the school's strengths and weaknesses. Next steps focus on strengthening reading, writing and mathematics, matching learning activities to the curriculum, and making assessment consistently effective.

Strengths

• Safeguarding standards are met, with an open culture in which safeguarding is everyone's responsibility.
• Pupils enjoy school, attend well and behave politely and respectfully.
• Warm and supportive relationships between staff and pupils help pupils feel safe.
• Effective behaviour systems and thorough handling of bullying and discrimination incidents.
• Children in the early years get off to a flying start and settle quickly.
• The early years curriculum is well sequenced and responsive to children's starting points.
• Language development is central in the early years, with strong modelling and vocabulary building.
• Leaders identify pupils' individual needs quickly and provide effective pastoral support and bespoke interventions.
• Pupils with SEND and disadvantaged pupils participate fully in school life and receive suitable provision.
• Leaders and governors have an accurate understanding of the school's strengths and areas for development.
• Governors provide suitable support and challenge and oversee additional funding diligently.
• Staff feel valued, supported with wellbeing and workload, and empowered by leaders.
• Parents and carers feel part of the school family and are positive about the support provided.
• The personal development programme is carefully crafted and offers high-quality experiences, trips and clubs.
• Pupils take on roles and responsibilities and contribute meaningfully to school life.
• Phonics teaching is effective, with younger pupils learning sounds quickly and reading confidently.
• Recent improvements in reading and mathematics are beginning to improve pupils' achievement.

Areas for Improvement

• Pupils' attainment in reading, writing and mathematics over the last three years remains below national averages.
• Achievement in reading, writing and mathematics has been inconsistent over time.
• Teaching is not consistently effective in ensuring that pupils learn as well as they should.
• Teachers do not always ensure that all pupils develop accurate letter and number formation.
• Some learning tasks are not well matched to the knowledge pupils need to acquire.
• Teachers do not always check pupils' understanding sufficiently during lessons.
• Errors and misconceptions are not resolved consistently, so some pupils develop gaps in their knowledge.
• Assessment is not used consistently well to check pupils' knowledge and understanding.
• Recent curriculum changes have had limited time to have an impact on all areas of the curriculum and in all year groups.
• Pupils' understanding of other faiths and cultures is less secure and less developed than other topics.
• Early years provision has scope to further maximise the promotion of children's number and early writing skills.

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 Jacksdale Primary and Nursery School attended 94.9% of sessions (the national figure for primary schools was 94.8%). 10.3% 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, 2.2% of pupils at Jacksdale Primary and Nursery 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 Jacksdale Primary and Nursery School had 18.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 5.5% 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, 19.5% of pupils at Jacksdale Primary and Nursery School were on SEN support (nationally 15.4%) and 2.3% 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 Jacksdale Primary and Nursery School received £8,462 and spent £8,633 for each of its 167 pupils. It ended the year with a deficit of £55,000 (-£330 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 Jacksdale Primary and Nursery School's Ofsted rating?

The latest Ofsted rating for Jacksdale Primary and Nursery School is Needs attention, from an inspection in July 2026.

When was Jacksdale Primary and Nursery School last inspected by Ofsted?

Jacksdale Primary and Nursery School was last inspected in July 2026.

How many pupils does Jacksdale Primary and Nursery School have?

Jacksdale Primary and Nursery School has 174 pupils on roll.

What age range does Jacksdale Primary and Nursery School cover?

Jacksdale Primary and Nursery School for pupils aged 3 to 11.

What are Jacksdale Primary and Nursery School's SATs (KS2) results?

In 2025, 55% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Jacksdale Primary and Nursery School?

Jacksdale Primary and Nursery School is at Main Road, Jacksdale, Selston, Nottingham, Nottinghamshire, NG16 5JU.