Denton CofE School

Denton CofE School Church Street, Denton, Grantham, NG32 1LG

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Overall effectiveness

Previous inspection: Outstanding 1 This inspection: Outstanding 1 Achievement of pupils Outstanding 1 Quality of teaching Outstanding 1 Behaviour and safety of pupils Outstanding 1 Leadership and management Outstanding 1

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Summary of key findings for parents and pupils

This is an outstanding school.  Children get off to a quick start in Reception and make outstanding progress during their time in school. As a result attainment at the end of Year 6 is well above average in both English and mathematics and achievement is high.  Most teaching is outstanding and teachers have high expectations of pupils. They use their detailed knowledge of individual pupils to make sure that the work set in lessons is well matched to their previous attainment levels.  Teachers’ marking of pupils’ work is exemplary. Pupils respond positively to the guidance they are given that describes the standard of their work and sets out what they must do in order to improve.  In a few lessons, teachers’ explanations are too long and pupils do not have enough time to work on their own.  Pupils’ exemplary behaviour makes a significant contribution to the safe and purposeful learning environment. They are

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Summary of key findings for parents and pupils

very proud of their school and are keen to help each other and take on responsibilities.  The highly effective leadership of the executive headteacher ensures that staff morale is high. She has drawn up a clear programme to bring continuing improvements to teaching and achievement, to which all staff are fully committed.  The school receives the support of a strong Governing Body. Governors have a detailed knowledge and understanding of the school and how it can improve even further.  The promotion of pupils’ spiritual, moral, social and cultural development permeates all aspects of school life. As a result, pupils are highly considerate and respectful towards adults and each other.

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Information about this inspection

 The inspector observed teaching and learning in seven lessons, five of which were seen together with the headteacher. Two school assemblies were also observed and a number of other short visits made to classrooms.  The inspector observed pupils at break and lunchtimes.  Discussions were held with the headteacher, other staff and pupils, the Chair and other members of the Governing Body, a representative of the local authority and some parents and carers at the start of the school day.  The inspector heard groups of pupils reading.  Account was taken of 16 responses to the online questionnaire (Parent View) and eight responses to the staff questionnaire.  The inspector looked at the school’s policies, teachers’ plans, school improvement planning and records on behaviour and safety, together with samples of pupils’ work. Information on individual pupils’ progress and teachers’ performance, and records of meetings held by the

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Inspection team

Kenneth Thomas, Lead inspector Additional Inspector

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Information about this school

 Denton CofE Primary School is much smaller in size compared with other primary schools.  The overwhelming majority of pupils are of White British heritage. Very few pupils are from minority ethnic backgrounds. None speak English as an additional language.  The proportion of pupils known to be eligible for the pupil premium (which provides additional funding for pupils known to be eligible for free school meals, those in local authority care and those with parents in the armed forces) is well below the national average.  The proportion of disabled pupils and those who have special educational needs who are supported through school action is above average. The proportion supported through school action plus or with a statement of special educational needs is average.  All pupils are educated on site. The school does not use alternative provision to support any of its pupils.  Fewer than 11 pupils took the national tests in 2012 and numbers are too few for the school’s

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Information about this school

results to be meaningfully compared with the government’s floor targets, which set the minimum expectations for attainment and progress.  The school became part of a federation with The Harlaxton Church of England Primary School in September 2012. The two schools share a single Governing Body and are led by an executive headteacher.

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What does the school need to do to improve further?

 Make all teaching outstanding by making sure that teachers’ explanations are not too long so that pupils have more time to work independently.

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The achievement of pupils is outstanding

 Because of very small cohort sizes, children’s skills on entry to Reception can vary year-on-year. However, when taken over time, they are broadly in line with those expected for their age. Children make rapid progress in the stimulating and well-resourced classroom and play area, and enter Year 1 with skills that are above the national average.

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The achievement of pupils is outstanding

 Pupils continue to make rapid progress as they move through the school. As in Reception, the small cohort sizes mean that results at the end of Year 6 fluctuate. However, over time, and taking into account the excellent progress all pupils make, overall achievement is outstanding. In most years pupils reach standards in reading, writing and mathematics which are well above those found nationally. The work seen and the school’s own records, show that the current pupils’ attainment is on track to be well above average in July 2013.

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The achievement of pupils is outstanding

 Pupils’ outstanding progress in reading is seen in the above-average scores in the latest Year 1 national reading check, and the fact that all reach, and many exceed, the expected level in reading at the end of Year 6. Older pupils read fluently and with expression. Younger pupils who read to the inspector were highly competent in their use of letters and sounds (phonics); they were able to read unfamiliar words and displayed considerable pleasure in reading.

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The achievement of pupils is outstanding

 Pupils’ progress in writing improves rapidly throughout their time in the school because they are keen to meet the teachers’ expectations. They are provided with accurate information on their current level of attainment and what they need to do to improve their work. Rapid progress is also made in mathematics because the work set is always hard enough to make them think, and because pupils are provided with many opportunities to apply their skills in different subjects.

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The achievement of pupils is outstanding

 It is not possible to comment in detail on the achievement of pupils who receive the pupil premium because the numbers in the group that left Year 6 last year were so small that there is a risk of identifying individuals. Over time, the attainment and progress of these pupils in English and mathematics is similar to other pupils in the school. This is because the school has used the new funding very effectively to provide additional staffing and more individualised support, and to ensure that lesson activities are consistently well matched to their particular needs.

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The achievement of pupils is outstanding

 Disabled pupils and those with special educational needs achieve outstandingly well. This is because teachers and teaching assistants know the pupils exceptionally well, and work closely together to make sure that the needs of individual pupils are met.

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The quality of teaching is outstanding

 Teaching has improved since the last inspection because of the headteacher’s continuing efforts to raise standards. Teaching benefits from the many opportunities teachers have to share ideas with each other and with staff from the federated school.

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The quality of teaching is outstanding

 Skilled teaching in Reception provides the basis for children’s enthusiasm for learning, which they retain throughout the school. In all lessons, pupils display excellent attitudes to learning, and a desire to try their best for their teachers. This is evident in the exceptionally well presented and high quality work in pupils’ books, which demonstrate that teaching and learning are typically good and often outstanding.  The exemplary marking of pupils’ work makes clear what pupils have done well and what they need to do to improve. The books show that pupils respond positively to the teachers’ comments and adapt their work in response to the written feedback. This is a major factor in the excellent progress pupils make in English and mathematics.

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The quality of teaching is outstanding

 Teachers have high expectations of all pupils and constantly check on progress in lessons. They make excellent use of their deep knowledge of individual pupils to plan learning tasks that meet the needs of different abilities and ages well. For example, careful planning was a feature of outstanding teaching in a mathematics lesson containing a class of Year 5 and 6 pupils. Pupils made rapid progress when asked to calculate the perimeter and area of rectangles because the work was challenging, well-matched to pupils’ attainment levels and related to practical situations.

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The quality of teaching is outstanding

 In a few lessons progress slows because teachers’ introductions and explanations to the whole class are too long. When this occurs, pupils do not have enough time to work independently and find things out for themselves.

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The quality of teaching is outstanding

 Teaching assistants are well-trained and together with teachers provide very effective and well- focused support for individual pupils. Together they ensure that appropriate work is given to disabled pupils and those who have special educational needs, and to those eligible for the pupil premium. All these groups of pupils make good progress towards their learning targets.

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The quality of teaching is outstanding

 Information and communication technology is used well. Teachers make good use interactive whiteboards for whole-class and group teaching, and pupils make productive use of computers, for example, to edit and improve their extended writing.

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The behaviour and safety of pupils are outstanding

 From the time they enter Reception, children learn to value each other and quickly realise that they are part of a caring community. They learn and accept the school’s expectations of behaviour and this provides the basis of their excellent behaviour and positive attitudes to learning.

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The behaviour and safety of pupils are outstanding

 Staff, pupils, parents and carers agree that behaviour is outstanding. Pupils are very proud of their school. They have a high level of regard and respect for adults, and are welcoming to visitors.

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The behaviour and safety of pupils are outstanding

 Pupils enjoyment of school is demonstrated in their above average attendance and punctuality at the start of the school day.

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The behaviour and safety of pupils are outstanding

 Excellent relationships and mutual support are seen in the constructive way in which pupils work together in small groups. For example, in one mixed Year 1 and Year 2 class, pupils worked in groups so that they could more easily share their ideas. This helped all of them to develop their understanding of the important themes discussed during the lesson, which were about the need for good expression and intonation when reading a poem.

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The behaviour and safety of pupils are outstanding

 Pupils say that they feel very safe in school. They have a good understanding for their age of different kinds of bullying, including physical and cyber-bullying. In discussion pupils said that they could not think of any incidents of this type, or any racist comments, having taken place. As one pupil said, ‘In this school we all look after each other’. This is supported by the school’s behaviour logs, which show that there have been no recorded incidents for several years.

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The behaviour and safety of pupils are outstanding

 Pupils are confident that adults will look after them well if they have any concerns and parents and carers are appreciative of the very good quality of care that the school provides.

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The leadership and management are outstanding

 The headteacher has created a highly cohesive team, who share her vision and ambition to provide the best possible education for all. In this she receives the full support of the Governing Body.

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The leadership and management are outstanding

 The school’s rigorous analysis of pupils’ progress and accurate evaluation of its work ensure all leaders, including the governing body have a clear picture of the school’s performance. This ensures that improvement planning can be perceptively focused on future development needs.

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The leadership and management are outstanding

 The headteacher is relentless in her determination to improve teaching and learning. The quality of teaching is checked regularly and there is a clear understanding of the need to link teachers’ pay and promotion to evidence of their impact on pupils’ progress.

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The leadership and management are outstanding

 The school is keen to learn from the best practice elsewhere. Expertise is shared with the federated school and there is close collaboration, for example, in the checks made of the accuracy of teachers’ assessments and the development of training opportunities for staff.

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The leadership and management are outstanding

 Pupil premium funding is used to provide academic and personal support for eligible pupils. Leaders and governors check carefully to make sure this support is carefully linked to pupils’ individual needs and that it has a positive impact on their progress and attainment.

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The leadership and management are outstanding

 The local authority has a clear view of the school’s strengths and provides support as and when required. This is appropriate in the light of the school’s performance.

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The leadership and management are outstanding

 The range of subjects taught promotes achievement exceptionally well and is enhanced by a variety of after-school clubs and visits out of school, including residential visits. The promotion of pupils’ spiritual, moral, social and cultural development runs through everything the school does. Pupils share their thoughts and reflect on moral issues in assemblies, and make regular visits to, for example, different places of religious worship to broaden their cultural horizons.

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The leadership and management are outstanding

 The school has exceptionally positive relationships with parents and carers, who appreciate the quality of education the school provides. As one parent said, ‘I couldn’t wish for anything better.’

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The leadership and management are outstanding

 The governance of the school:  Governors are highly supportive and work very closely with senior leaders. They bring a range of valuable expertise to the school. Governors have successfully overseen the establishment of the partnership with the federated school and made sure that there is a single vision and unified policies and procedures. They know how the school’s results compare with those of other schools and hold leaders to account for its performance. Governors know the strengths of teaching and how it is being improved, and make sure that pay and promotion are justified by the impact of teaching on pupils’ progress and achievement. They make sure that all national requirements are met, including those relating to the safeguarding of pupils. All necessary checks are carried out to ensure pupils’ safety.

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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 120518 Local authority Lincolnshire Inspection number 412374

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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 controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 69 Appropriate authority The governing body Chair Eric Phillips Headteacher Sheriden Edwards Date of previous school inspection 28 June 2010 Telephone number 01476 870649 Fax number 01476 870649 Email address enquiries@denton.lincs.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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