Fritchley CofE (Aided) Primary & Nursery School

Fritchley CofE (Aided) Primary School Church Street, Fritchley, Belper, DE56 2FQ

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Good 2 Leadership and management Requires improvement 3

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This is a school that requires improvement. It is not good because

 A large minority of pupils make slow progress in writing and mathematics in Key Stage 2. This stops them from achieving standards as high as they could be.  Pupils who find learning difficult do not make as much progress as they should. The work given to them is not always set at the right level. This means that it can be too hard and at other times too easy.  A minority of teachers do not plan work which is hard enough for pupils, particularly the most capable. As a result, these pupils do not learn as quickly as they should.  The leadership of teaching is too dependent upon the headteacher. Although he has improved the school, he needs more support from other teachers who lead subjects.

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The school has the following strengths

 Teaching in the Reception Year and Key Stage 1 is good. Teachers know the pupils well and plan activities which help them to learn quickly and make good progress.  Pupils behave well and show respect for each other, staff and visitors to the school.  The headteacher has a clear vision of what he wants the school to be like and he provides strong leadership.  Pupils are well cared for. As a result, they feel safe in school and attend regularly.  Pupils’ spiritual, moral, social and cultural development is good. They have many opportunities to develop their skills in art, music and physical education.

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Information about this inspection

 The inspector observed nine lessons or parts of lessons delivered by five teachers. On two of these visits, the headteacher and the inspector observed the lesson together.  Meetings were held with the headteacher, other teachers with leadership responsibilities, the Chair of the Governing Body and pupils. The inspector also met with a representative of the local authority.  The inspector took account of the views of 16 parents and carers expressed through the online questionnaire (Parent View), as well as responses on questionnaires completed by the staff.  The inspector observed the school’s work and looked at a number of documents including: the school development plan; the school’s own data on pupils’ progress; planning and monitoring information; records relating to attendance, behaviour and safeguarding; and minutes of meetings of the governing body.

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Inspection team

David Carter, Lead inspector Her Majesty’s Inspector

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Information about this school

 Fritchley is smaller than the average-sized primary school.  The proportion of disabled pupils and those who have special educational needs supported at school action is similar to the national average. The proportion of pupils supported at school action plus or through a statement of special educational needs is above the national average.  Virtually all of the pupils are from a White British background.  Only a small proportion of pupils, compared with the national average, are eligible for the pupil premium, which provides additional funding to support those pupils known to be eligible for free school meals, looked after children and pupils from families with a parent in the armed forces.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

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What does the school need to do to improve further?

 Improve the quality of teaching to ensure that all pupils make good progress, particularly in writing and mathematics, by: - making sure that activities are set at the right level for all pupils, especially the most capable pupils and those who find learning difficult - providing pupils with more opportunities to apply their skills in writing and mathematics when doing work in other subjects - giving pupils more opportunities to respond to the teacher’s marking, so that they know how to improve their work and reach their personal targets.

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What does the school need to do to improve further?

 Make leadership and management, including that of the governing body, more effective in improving the school by: - ensuring all teachers with leadership responsibilities help to improve the quality of teaching and raise standards - making sure that plans for improvement have clear timescales and measurable targets, so that governors and senior leaders can check on how well the school is improving - using the information from the school’s tracking system to check on the progress of groups of pupils, including those for whom the school receives the pupil premium and, where changes are required, implementing them more quickly.

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The achievement of pupils requires improvement

 Some pupils do not make as much progress as they should in Key Stage 2, particularly in writing and mathematics. As a result too few pupils achieve Level 5 in both English and mathematics at the end of Year 6. Although overall standards at the end of Year 6 are broadly average, some pupils are not reaching their potential. This is because there is too much variation in the quality of teaching in Key Stage 2 and pupils do not make fast enough progress.

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The achievement of pupils requires improvement

 Although there is some variation from year to year, children start school with skills and experience that are slightly below the levels typical for their age. They make good progress in the Reception Year. This is because adults know the children well and activities are planned to meet the interests and needs of the children. By the time they enter Year 1, their knowledge and skills are above average.

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The achievement of pupils requires improvement

 Pupils continue to make good progress in Key Stage 1, particularly in reading. Pupils also make good progress in reading in Key Stage 2 and, by the time they leave the school, most can read fluently and with understanding.

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The achievement of pupils requires improvement

 The progress made by pupils who have difficulty with their learning and receive additional help varies across the school. This is because work is sometimes too easy and sometimes too hard. The school provides one-to-one tuition and leaders are beginning to put into place a system to identify pupils who may need early additional help.

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The achievement of pupils requires improvement

 The progress and attainment of pupils for whom the school receives the pupil premium varies. As a result there is a gap between the lower attainment of these pupils and others, but this is narrowing. The school uses funding to employ teaching assistants to work with identified pupils. This reflects the school’s satisfactory promotion of equality of opportunity.

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The quality of teaching requires improvement

Teaching has varied too much since the previous inspection and inconsistencies remain which prevents all pupils from making good progress. Where pupils do not learn as well as they should, teachers sometimes talk for too long.  The school’s own records, as well as checks done by the local authority, show that teaching has improved overall, and this is contributing to improved rates of progress. Teaching is weaker where the activities are too easy or too hard for the pupils, especially for those who find learning difficult.

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The quality of teaching requires improvement

 In classes in Key Stage 2, teachers do not focus enough on the learning of pupils of different abilities, but rather on ensuring that tasks are completed. They do not always check up on the different groups early enough during the lesson to make sure that pupils understand what they are learning and are making good progress.

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The quality of teaching requires improvement

 Pupils’ workbooks show that grammar, punctuation and spelling are not taught systematically enough in Key Stage 2. As a result, some pupils are not developing their skills in writing as well as they should. A new system for checking on writing means that teachers are giving pupils more opportunities to write in different subjects. For example, in Key Stage 2, pupils were writing about the life of the Incas in history.

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The quality of teaching requires improvement

 Pupils’ mathematics books show that teachers plan plenty of activities to help them develop their skills in calculation. They do not have enough opportunities to use these skills to solve real- life problems or to apply them in other subjects, such as when reporting on a science investigation.

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The quality of teaching requires improvement

 The school has made a good start at making sure that pupils can respond to the comments teachers make when marking their work. This is at an early stage, and pupils are not yet given enough opportunities to respond and show how they are improving their work and moving towards their targets.

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The quality of teaching requires improvement

 In lessons where pupils make good progress, teachers use the information they have about pupils effectively to make sure that the work set is challenging. Explanations given to pupils are clear, and the teachers question pupils to check upon their understanding.

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The behaviour and safety of pupils are good

 Pupils are polite and courteous towards each other, the staff and visitors to the school. Older pupils are caring towards the younger children, especially those who have been trained as ‘mini- leaders’. This ensures that younger pupils are looked after and are kept safe and active during playtimes.

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The behaviour and safety of pupils are good

 Pupils feel safe and have complete confidence in the adults in the school. Caring attitudes are apparent in lessons and around the school at all times.

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The behaviour and safety of pupils are good

 A few parents do not believe that the school manages behaviour effectively and express some concerns about bullying. When talking to pupils, it is clear that most pupils have a good understanding of the nature of different types of bullying, and are confident that incidents will be dealt with swiftly and effectively.

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The behaviour and safety of pupils are good

 Pupils are rewarded for good behaviour and are very clear about what happens if they misbehave. Pupils have positive attitudes to learning and they are keen to listen and work hard. However, in the weakest lessons, where pupils have to listen for too long, a few pupils can become restless and are more reluctant to work.

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The behaviour and safety of pupils are good

 Pupils enjoy coming to school. They are punctual and attendance is above average because they enjoy learning.

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The leadership and management requires improvement

 The headteacher provides effective leadership and he has a clear vision for improving teaching and raising achievement. Other subject leaders, however, are not playing a strong enough part in improving the quality of teaching.

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The leadership and management requires improvement

 The headteacher and governing body have a good understanding of the school’s strengths and areas for improvement. They have developed a clear plan for improvement with identified actions, but these do not have precise targets so that governors and leaders can check on how well the school is doing throughout the year.

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The leadership and management requires improvement

 The checking of teaching and learning by the headteacher has become more rigorous since the previous inspection. He regularly observes lessons, and checks pupils’ books. Although this is helping him to hold staff to account for the progress of individual pupils, the current system does not provide leaders with enough detail to track the progress of groups of pupils, for example, those who are the most capable.

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The leadership and management requires improvement

The headteacher uses targets based on pupils’ achievements to decide whether or not to give pay rises to teachers. Appropriate training is provided for teachers to help them reach their targets. Where teachers have not met their targets they have been challenged effectively.  Lessons are planned around themes based on the interests of the pupils. Although this type of planning is at an early stage in making links between subjects, it contributes well to pupils’ spiritual, moral, social and cultural development. For example, through the partnership with the parish church, pupils receive specialist teaching which enables them to reflect about their place in the world. Pupils have opportunities to practise and perform music and this plays an important role in the life of the school. Pupils enjoy a range of participative and competitive sport, both within and beyond the school day.

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The leadership and management requires improvement

 The staff enjoy good relationships with parents and carers. The school provides parents with clear information about the life of the school as well as how they can help their children’s learning at home.

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The leadership and management requires improvement

 The local authority has provided effective support for the school since the last inspection, and has provided specialist consultants to help the school improve the quality of teaching.

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The leadership and management requires improvement

 The governance of the school:  The governing body recognises the difference the headteacher has made and it is working closely with him to improve the school. Governors are provided with detailed information about the school’s performance, which is helping them to support and challenge school leaders. Some governors come into school to check on developments in their area of responsibility, but this is at an early stage of development. Governors take account of the views of pupils, parents and carers, which helps them when they make plans for improvement. The governing body is fully aware of the financial constraints within which it has to operate and makes careful decisions about funding, for example, about how pupil premium funding is used to support eligible pupils. It ensures that the school’s arrangements for safeguarding pupils meet national requirements.

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Grade Judgement Description

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 improvement 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 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. A school that requires special measures is one where the school is

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Grade Judgement Description

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.

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School details

Unique reference number 112880 Local authority Derbyshire Inspection number 401317

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 80 Appropriate authority The governing body Chair Di Fretwell Headteacher Phil Bateman Date of previous school inspection 21 April 2010 Telephone number 01773 852216 Fax number 01773 850281 Email address enquiries@fritchley.derbyshire.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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