Monyash CofE Primary School

Inspection of a good school: Monyash C of E Primary School Church Street, Monyash, Bakewell, Derbyshire DE45 1JH

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Outcome

Monyash C of E Primary School continues to be a good school.

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What is it like to attend this school?

Pupils enjoy learning and are very happy at school. All pupils who spoke with inspectors or responded to the pupil survey would recommend the school. Pupils said they feel safe in school. The older pupils are very caring towards the younger pupils. They enjoy reading to younger pupils and hearing them read. A typical view of younger pupils was that they hoped the departing Year 6 pupils would come back and visit.

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What is it like to attend this school?

The overwhelming majority of pupils said that bullying does not happen. All pupils said that if they did have a problem they could go to a member of staff who would help them.

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What is it like to attend this school?

Pupils behave very well. During breaktimes, they cooperate well playing games. Pupils said that if a child does not have anyone to play with, other children will quickly invite them to join their game. Staff know the pupils very well and support their emotional and social development. Pupils are respectful towards members of staff.

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What is it like to attend this school?

Teachers have high expectations of pupils’ achievement. Pupils achieve well in English, mathematics and science. Pupils are enthusiastic learners and are eager to increase their knowledge.

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What does the school do well and what does it need to do better?

The curriculum is well planned in most subjects. Leaders have set out the knowledge and skills that they want pupils to learn each year. In mathematics, teachers have supported pupils to understand place value and to know their times tables. Pupils apply their knowledge to solve problems. Inspectors saw older pupils analysing distance/time graphs to answer questions. Pupils were resilient and were keen to answer the questions even though they did not find this task easy.

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What does the school do well and what does it need to do better?

Leaders have put reading at the centre of the curriculum. Phonics is taught daily. Most pupils engage well. Nonetheless, there are occasions when staff do not check whether all 19 July 2022

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pupils accurately say the sounds that they have been asked to pronounce. Staff training for phonics has been ad hoc. However, the school has invested in a new phonics scheme and all staff will receive appropriate training.

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Staff listen to younger pupils read often. Most reading books match the sounds that pupils know. Pupils learn to blend their sounds to read words. However, adults do not ensure that all pupils develop their reading fluency well enough. Some pupils are not well supported to become fluent readers.

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Pupils enjoy learning history and geography and remember what they have been taught. Pupils competently use sources of evidence to build a picture of what life used to be like. During a recent visit to Eyam, pupils could recall learning about the plague and the measures that people used in medieval times to stop the spread of the disease. Pupils also recalled a visit to Bridlington where they saw the effects of coastal erosion.

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In some subjects, such as physical education (PE), music and French, leaders have not set out the key knowledge and skills that they want pupils to learn in each year group. Leaders of these subjects have not checked whether pupils are achieving the expectations set out in the national curriculum. Leaders and governors have agreed that this is the next stage in the school’s development of the curriculum.

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The school promotes pupils’ social and cultural development well. Older pupils have enjoyed residential visits to The Peak Centre and Lea Green. These visits promoted team building, which is evident in the positive relationships in school. Pupils enjoy a range of after school clubs, including sports club, computing and film clubs. A recent visit to Derby enabled pupils to visit a Hindu Temple and a Gurdwara to learn more about different religions. Locally, pupils play in a range of sporting competitions against other schools. Pupils attend services in the village church. They also take part in village activities, such as the May fair. The student council has organised a bric-a-brac sale to raise money for The Guide Dogs for the Blind Association.

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In the early years, staff are very attentive to the needs of younger children to help them settle into school routines. Staff make adaptations to the curriculum to enable pupils with special educational needs and/or disabilities to access learning well.

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Members of the governing body know the school well. They make regular visits and ask pertinent questions to school leaders about the quality of education. Staff are proud to work at the school and feel that leaders manage staff’s workload well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff know the pupils and their families well. They have very strong links with local services to support families. Leaders’ records for dealing with concerns are detailed. They take swift action to support pupils. Leaders attend multi-agency meetings to ensure they are up to date with actions taken to support families. 19 July 2022

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Staff are well trained and know how to report a concern. All the relevant recruitment checks are made for staff and volunteers who work at the school. Pupils learn about how to stay safe on the internet.

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(Information for the school and appropriate authority)

 The school has a phonics programme in place and staff regularly check how well pupils are progressing learning their sounds. However, adults do not consistently make sure that all pupils participate fully in phonics lessons and, consequently, progress slows for some children. Furthermore, staff do not promote reading fluency well enough. Adults should ensure that pupils practise reading fluently.  Some foundation subjects, for example history and geography, are well planned. However, in some subjects, including PE, music and French, leaders have not set out the key knowledge and skills that they want pupils to know in each year group. For this reason, the transitional statements have been applied. In addition, subject leaders have not checked how well pupils are achieving in these subjects. Leaders should set out the key knowledge and skills that they want pupils to know and check whether pupils are remembering what they have been taught.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

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Background

This is the first section 8 inspection since we judged the school to be good on 1 and 2 March 2017.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted . 19 July 2022

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 19 July 2022

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School details

Inspection number 10227806 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 1 and 2 March 2017, under section 5 of the Education Act 2005

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Information about this school

 Monyash C of E Primary School is part of the White Peak Federation with Winster C of E Primary School. The schools have the same governing body and executive headteacher.  The school does not make use of any alternative provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors spoke with the executive headteacher, senior leaders, members of staff and three members of the governing body, including the chair.  Inspectors carried out deep dives in these subjects: reading, mathematics and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at curriculum documents for other subjects. 19 July 2022

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 The lead inspector held a phone call with a senior adviser from the local authority.  Inspectors spoke with leaders, teachers and staff about safeguarding procedures in school. They reviewed the record-keeping for safeguarding and pre-employment checks.

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Inspection team

Martin Finch, lead inspector Ofsted Inspector

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Inspection team

Adrian Rollins Ofsted Inspector 19 July 2022

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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