Redlands Primary and Nursery School

Redlands Primary and Nursery School has improved since its previous inspection and is now good across quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. Inspectors found a caring, calm school where pupils feel safe, behave well and are eager to learn, and where safeguarding is effective. Children get off to a strong start in the early years, reading and phonics are well taught, personal development is carefully planned, and attendance has improved. Leaders have raised expectations and improved the curriculum, and pupils are learning and retaining more, although published outcomes were previously below expectations. Some wider-curriculum subjects are not taught as consistently as others, and a few subject leaders are new or not yet fully trained. Provision for pupils with SEND is improving but lesson adaptations remain inconsistent, and governance is not yet strategic enough, with some governors needing further training. Staff morale is positive and leaders are ambitious, with staff proud of the improvements made. The school is a community primary and nursery for pupils aged 3 to 11; this was a graded inspection following a previous requires improvement judgment, and no overall effectiveness grade was awarded under the current framework.

Strengths

• Caring and safe school community where pupils feel happy and trust adults
• Calm and positive learning environment with well-understood routines
• Pupils are kind, considerate and enthusiastic learners
• High expectations and an ambitious, broad, progressive curriculum
• Strong early years provision with knowledgeable staff and effective resources
• Reading is at the heart of the curriculum and phonics teaching is consistent and skilled
• Pupils who fall behind in reading receive expert support to catch up
• Personal, social, health education is carefully planned and relevant to pupils
• Pupils understand online risks, different faiths and cultures, and respectful relationships
• Attendance has improved and the soft start helps pupils feel safe and ready to learn
• SEND needs are identified more quickly and accurately, with strong external partnerships
• Subject leadership is a developing strength, supported by high-quality professional development
• Pupils have leadership roles and access to sporting, creative and enrichment activities
• Safeguarding arrangements are effective
• Governors are committed and know the school well

Areas for Improvement

• In a few wider-curriculum subjects, teaching is inconsistent and essential knowledge is not focused on enough
• Checks on whether pupils are learning as they should are insufficient in some areas
• Some pupils do not achieve as well as they could across all subjects
• In a couple of subjects, subject leadership remains less established, affecting quality and consistency
• SEND lesson adaptations are inconsistent or not fully embedded, impacting pupils' achievement
• Some governors lack training and capacity for strategic oversight, which can slow improvement
• Oversight of all aspects of the school's work is not sufficiently robust

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 Redlands Primary and Nursery School attended 95.0% of sessions (the national figure for primary schools was 94.8%). 13.5% 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, 1.5% of pupils at Redlands Primary and Nursery School were suspended at least once (nationally 1.1%). One pupil was 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 Redlands Primary and Nursery School had 18.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 20.2% 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, 13.6% of pupils at Redlands Primary and Nursery 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 Redlands Primary and Nursery School received £7,859 and spent £7,727 for each of its 363 pupils. It ended the year with reserves of £450,000 (£1,240 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).

• Primary Schools
• Secondary Schools

All schools in Worksop · Nottinghamshire local authority: places and applications

What is Redlands Primary and Nursery School's Ofsted rating?

The latest Ofsted rating for Redlands Primary and Nursery School is Good, from an inspection in September 2025.

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

Redlands Primary and Nursery School was last inspected in September 2025.

How many pupils does Redlands Primary and Nursery School have?

Redlands Primary and Nursery School has 374 pupils on roll.

What age range does Redlands Primary and Nursery School cover?

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

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

In 2025, 43% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Redlands Primary and Nursery School?

Redlands Primary and Nursery School is at Crown Street, Worksop, Nottinghamshire, S80 1TH.