Pierrepont Gamston Primary School

Pierrepont Gamston Primary School is a welcoming, happy school where pupils feel safe and behave very well. The school is currently performing at the expected standard overall, with safeguarding met. Pupils achieve highly in national tests, with results above national averages in reading, writing and mathematics. Attendance is above national average, and pupils benefit from a broad, balanced curriculum with recent improvements in writing and strong practice in phonics and mathematics. Leadership is open and reflective, staff feel supported, and governors provide effective oversight. However, several areas need attention. Personal development is not fully benefiting a minority of pupils who are persistently absent, who miss provision and catch-up opportunities. In early years, children do not consistently deepen their learning across the provision, including outdoors. Inclusion requires more consistent implementation, as some pupils with SEND spend time away from the main classroom in less purposeful provision, and vulnerable pupils who attend irregularly do not always receive timely support. The curriculum is not consistently adapted for mixed-age classes, and handwriting and spelling remain areas for development. Contextually, there have been leadership changes since the previous inspection, including a new headteacher and deputy headteacher who have established a positive, reflective culture. Leaders have recognised the areas for development and are taking action, but strategic oversight of some systems, including attendance and monitoring, needs to be sharper. The next steps focus on embedding curriculum changes, improving mixed-age teaching, strengthening support for vulnerable pupils, and refining the early years curriculum so all children build and deepen their knowledge.

Strengths

• Pupils achieve highly in national tests, with results above national averages in reading, writing and mathematics.
• Pupils are well prepared for their next stage of education.
• Pupils develop strong vocabulary and communication skills, including those with SEND.
• Attendance is above the national average, and pupils arrive punctually and settle quickly.
• Behaviour is very positive; pupils are kind, follow school values and say bullying is rare.
• The curriculum is broad and balanced, with particularly strong sequencing in mathematics.
• Teachers have secure subject knowledge and provide enriching experiences, such as using local historical sources.
• Phonics teaching is effective, with younger pupils reading books matched to their phonics knowledge.
• Recent improvements to writing and grammar teaching have improved pupils' work.
• The curriculum is adapted to support pupils with SEND, and teaching assistants help them access learning.
• Leadership is open and reflective; staff feel supported and workload is considered.
• Governors have clear oversight and effectively challenge and support leaders.
• Leaders acted swiftly to improve safeguarding recording during the inspection.
• Staff benefit from professional learning and share best practice through a local partnership.
• Personal development is coherent, with trips, visits, fundraising and competitions preparing pupils well.
• Pupils have a strong moral sense and understand fundamental British values.
• A broad range of clubs is available, and disadvantaged pupils and those with SEND can access them.
• Pastoral support, including a health mentor, helps pupils feel supported and confident.
• Early years children benefit from supportive relationships, clear routines and strong partnerships with parents.
• Children in early years receive targeted support and regular checks to identify gaps in learning.
• The school is welcoming, and pupils with EAL benefit from strategies like the young interpreters programme.
• Older pupils act as positive role models and take on leadership roles, developing their confidence.
• Pupils are happy, feel safe and enjoy a wide range of extra-curricular opportunities.

Areas for Improvement

• Pupils, including those with SEND, achieve less well across the wider curriculum and some foundation subjects.
• Leaders do not always act swiftly enough to check on the wellbeing of pupils with long-term or daily absence, leaving some families without needed support.
• The curriculum is not consistently adapted for mixed-age classes, so older pupils are not always challenged to build on prior learning.
• Handwriting and spelling are not consistently strong, and spelling errors in pupils' work are not always corrected.
• Some pupils with SEND spend time away from the main classroom in provision that is not purposeful enough.
• The impact of recent inclusion training is not yet consistently embedded across the school.
• Monitoring of some areas of the school's work is not as joined up as it could be, limiting strategic oversight.
• A minority of pupils who do not attend regularly miss personal development provision and do not routinely catch up.
• In early years, children do not consistently get opportunities to deepen their learning across the provision, including outdoors.
• There is variability in the implementation and evaluation of inclusion, affecting some pupils who learn outside the main classroom and persistent absentees.
• Disadvantaged pupils' outcomes in 2024/25 were below national non-disadvantaged levels, with large gaps in reading, writing and mathematics.
• Next steps include embedding recent curriculum changes so pupils develop fluency and accuracy in transcription and spelling.
• Leaders need to ensure classroom practice more consistently meets the needs of different learners in mixed-age classes.
• Leaders need strategic oversight of systems supporting vulnerable pupils, including those with poor attendance.
• The early years curriculum needs to more carefully identify key knowledge across all aspects of provision so children build and deepen understanding.

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 Pierrepont Gamston Primary School attended 96.4% of sessions (the national figure for primary schools was 94.8%). 7.9% 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, 0.0% of pupils at Pierrepont Gamston 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 Pierrepont Gamston Primary School had 19.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 7.5% 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, 9.3% of pupils at Pierrepont Gamston Primary School were on SEN support (nationally 15.4%) and 1.0% 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 Pierrepont Gamston Primary School received £6,460 and spent £6,675 for each of its 302 pupils. It ended the year with reserves of £64,000 (£212 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 Pierrepont Gamston Primary School's Ofsted rating?

The latest Ofsted rating for Pierrepont Gamston Primary School is Needs attention, from an inspection in September 2026.

When was Pierrepont Gamston Primary School last inspected by Ofsted?

Pierrepont Gamston Primary School was last inspected in September 2026.

How many pupils does Pierrepont Gamston Primary School have?

Pierrepont Gamston Primary School has 302 pupils on roll.

What age range does Pierrepont Gamston Primary School cover?

Pierrepont Gamston Primary School for pupils aged 4 to 11.

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

In 2025, 83% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Pierrepont Gamston Primary School?

Pierrepont Gamston Primary School is at Coledale, West Bridgford, Nottingham, Nottinghamshire, NG2 6TH.