Newton Primary School

Inspection of a good school: Newton Primary School Hall Lane, Newton, Alfreton, Derbyshire DE55 5TL

p.1

Outcome

Newton Primary School continues to be a good school.

p.1

What is it like to attend this school?

Everyone contributes to the calm and purposeful atmosphere at Newton Primary School. Staff have high expectations of all pupils, including children in the early years. Staff ensure that pupils learn how to share and work cooperatively. Pupils work hard. They have positive attitudes, and lessons are rarely disrupted.

p.1

What is it like to attend this school?

Playtimes are busy, with lots of activities. Pupils play well together. They say unkindness or bullying occasionally happens, but adults quickly resolve it. Staff consider the reasons behind such behaviour. Leaders support all pupils involved. Pupils are confident to tell trusted adults about their worries, or they put these in the rainbow post box. Leaders act on the worries raised by pupils.

p.1

What is it like to attend this school?

Pupils are enthusiastic and eager to play an active role in school. They are proud to apply for one of the many ‘ambassador’ roles. Pupils give speeches to explain their suitability for a role. Elected safety ambassadors help on the playground, and the eco-ambassadors look after the school’s chickens. The house captains prepare and lead assemblies to teach everyone about fundamental British values.

p.1

What is it like to attend this school?

Pupils and staff are proud of their school. Relationships are strong between school and home. Parents greatly appreciate that Newton Primary is a friendly and nurturing school, where the pupils achieve well.

p.1

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

Leaders have prioritised reading. Children in the early years begin learning to read as soon as they start school. The phonics programme is well established. Well-trained staff make sure that pupils learn all the sounds in an appropriate order. Pupils have closely matched reading books to practise blending the sounds they are learning. Leaders want 7 March 2023

p.1

2

every pupil to read fluently. They regularly check how well pupils are doing. Effective support is quickly provided when pupils find reading difficult. Leaders have instilled a love of reading in pupils. Pupils listen to carefully chosen stories every day. This helps them to imagine places, cultures, adventures and themes that are far beyond their own experience.

p.2

2

Leaders have carefully constructed a complex and ambitious curriculum. They have considered what knowledge is most important for Newton pupils. They have put in place plans that build pupils’ knowledge in a suitable order. Subject leaders are passionate and determined. They work hard to make sure that teachers share their high expectations. Teaching is effective in most subjects, and pupils achieve well. For example, in mathematics, teachers clearly explain and model how to work out fractions and percentages. They skilfully question and correct pupils’ misconceptions. Pupils connect their knowledge and can explain in depth what they have learned.

p.2

2

Leaders are implementing more ambitious plans in a few subjects. Teachers’ knowledge of these subjects is improving. However, teachers do not yet have expert knowledge of these subjects. Their expectations of what pupils can achieve are not as high as in the other subjects. As a result, pupils remember less of what they have learned, and their work is not of the same high quality.

p.2

2

Teachers use assessment information well. They adapt teaching for pupils who need more help. Teachers are ambitious that pupils apply new knowledge in different contexts. Staff are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). They accurately identify their needs. Staff provide effective support. This enables pupils with SEND to access the full curriculum. When they need it, pupils receive effective help to regulate their behaviour and engage with learning.

p.2

2

Pupils’ personal development is at the heart of the curriculum. Leaders make sure that pupils learn the importance of the school values, such as teamwork, resilience and respect. Pupils can explain how these values are important to life in Britain today. Pupils are considerate and show respect for others. Older pupils talk about the protected characteristics. They know it is important to treat everyone equally, regardless of race or disability for example.

p.2

2

Pupils are able to follow their interests through a range of clubs and activities. Many pupils enjoy taking part in sports events or the ‘rocksteady’ band. Exciting trips broaden pupils’ perspectives. Year 6 pupils will soon be visiting The Netherlands. Year 3 and Year 4 pupils visit a school within a culturally diverse locality of Derby. They also enjoy hosting pupils from this other school in their own.

p.2

2

Leaders consider the well-being of staff. They regularly check and reflect on their expectations of staff. Staff appreciate how leaders make sure that planning, marking and assessment are manageable.

p.2

2

The governing body clearly articulates its vision and aspirations for pupils. The confident governors have a broad skill-set and challenge leaders effectively. 7 March 2023

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders take their safeguarding responsibilities seriously. They make sure that safeguarding is at the forefront of staff practice. Staff receive regular and suitable training. They are knowledgeable about potential risks and report any concerns about pupils appropriately. Leaders act on concerns without delay. They are insistent about securing the right help for pupils and families. Leaders use support from outside agencies alongside their own extensive pastoral support.

p.3

Safeguarding

Leaders have carefully planned opportunities for pupils to learn how to stay safe. For example, pupils know how to stay safe when they are communicating online or when they are in the company of dogs.

p.3

(Information for the school and appropriate authority)

 Teachers do not have as much subject and pedagogical knowledge as they need in a few recently reviewed subjects. This means they lack the expertise to teach these subjects consistently to ensure that pupils achieve well across all subjects. Leaders must ensure that staff have the professional development they need to implement their new, ambitious and clearly sequenced plans effectively.

p.3

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 an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually, this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good in November 2017.

p.3

4

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.

p.4

4

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

p.4

Further information

You can search for published performance information about the school.

p.4

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. 7 March 2023

p.4

School details

Inspection number 10254916 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection November 2017

p.5

Information about this school

 The school does not use any alternative provision.

p.5

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 met with the headteacher, other senior leaders, subject leaders and groups of staff and pupils. The inspectors met with five representatives of the governing body and spoke on the telephone with a representative of the local authority.  To inspect safeguarding, inspectors spoke with parents and pupils. They scrutinised safeguarding documents and spoke with leaders and staff.  Inspectors took account of the responses to the Ofsted Parent View survey and the written comments from parents.  Inspectors took account of responses to Ofsted’s staff survey. 7 March 2023

p.5

6

 Inspectors carried out deep dives in these subjects: reading, mathematics and art. Inspection activities included discussions with curriculum leaders about their curricular thinking, lesson visits and discussions with both teachers and pupils about learning. Inspectors also looked at curriculum plans in other subjects.

p.6

Inspection team

Claire Stylianides, lead inspector Ofsted Inspector

p.6

Inspection team

Sarah Fielding Ofsted Inspector 7 March 2023

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7