Risley Lower Grammar CE (VC) Primary School

Inspection of Risley Lower Grammar CE (VC) Primary School Derby Road, Risley, Derby, Derbyshire DE72 3SU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 21 and 22 March 2023

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What is it like to attend this school?

Pupils enjoy coming to this small school where everyone knows them. They feel happy and safe. They said they can be themselves and ‘everyone is welcome here’.

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What is it like to attend this school?

Pupils know the main rule here is to be safe, kind and polite. They behave well. They said that they treat everyone as they would like to be treated. Bullying is rare and the adults always deal with it quickly.

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What is it like to attend this school?

Staff want pupils to have purpose, resilience and success. Along with reading, these three priorities run through the curriculum. Pupils learn to read well. They enjoy listening to stories and recommending books they have enjoyed to each other.

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What is it like to attend this school?

Pupils benefit from a rich programme for personal development. They learn to think hard about ‘big questions’ about the world. The many clubs on offer are popular with pupils. Through the curriculum and extra-curricular activities, pupils can discover and nurture their talents and skills.

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better?

Leaders have designed an ambitious curriculum. They have identified what they want pupils to know and be able to do in each subject. They have set out what pupils will learn and when so that learning builds year by year from Reception to Year 6. Leaders have taken account of the school’s mixed-age classes. They ensure that pupils in each year have clearly defined endpoints that teachers work towards. In some subjects, leaders are refining their plans to ensure that pupils have time to apply their learning in high-quality work.

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better?

Senior leaders have given subject leaders effective support to develop their knowledge and skills. As a result, subject leaders provide good advice and training to teachers. Teachers value this training. The positive impact on pupils’ learning is evident in lessons.

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better?

Teachers know their pupils and their subjects well. They give clear explanations and check that pupils understand. Teachers make well-informed, effective adaptations to their teaching to support individual pupils. Leaders ensure that assessment is meaningful. They use it to identify and address gaps in pupils’ learning. Pupils grow in confidence and resilience because of the extra help teachers give them. On occasion, teachers do not address the misconceptions that they identify in lessons. When this is the case, pupils do not get the feedback they need to improve their work.

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better?

Reading is a priority for leaders. Pupils learn phonics from the start of the Reception year. Staff have the expertise to teach phonics and early reading consistently well. Teachers make sure that they read from books that are well matched to the sounds they know. Teachers give pupils the help they need to keep up, or catch up, with 21 and 22 March 2023

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their peers. Leaders ensure that pupils encounter a rich, diverse range of literature and texts. Pupils develop a love of reading through ‘Friday library’, reading buddies and story time.

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The provision for pupils with special educational needs and/or disabilities (SEND) is strong. Leaders have been diligent in improving how they identify and meet pupils’ needs. They value pupils’ and parents’ views. Leaders ensure that staff give pupils with SEND the specific support they need to achieve ambitious targets. Pupils’ work shows the positive impact of this support on their learning.

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Children in the early years benefit from carefully considered provision. They enjoy warm, secure relationships with staff. Children play and learn happily together. Teachers have designed the stimulating learning environment to support children to make good progress. Staff maintain a sharp focus on ensuring that children are ready for the next stage of learning. As a result, children learn to listen and communicate well.

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Leaders have high expectations of pupils’ behaviour. Clear routines contribute to the school being calm and orderly. Pupils want to do well. They attend well and work hard most of the time. Teachers deal with any disruptions to learning promptly. Staff provide sensitive support for pupils who need help to improve or change their behaviour.

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Personal development is a strength at this school. For example, leaders make sure that pupils see their role in shaping and improving the world we live in. Pupils have an impressive understanding of the protected characteristics. They know how to show respect for people’s different faiths. They learn how to stay mentally and physically healthy.

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Staff are proud to work here. They value how approachable leaders are and the support leaders give them. Governors carry out their duties with commitment and skill. Together with leaders and staff, they are on a mission to keep improving the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a strong culture of safeguarding at this school. Leaders bring considerable knowledge to their roles. They stay up to date with the potential risks children may face locally. They know pupils and their families well. Records show that leaders act on any concerns swiftly and take appropriate action to ensure that pupils get the right support.

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Safeguarding

Leaders ensure that all staff do comprehensive safeguarding training. As a result, staff know their duties very well. Pupils are knowledgeable, too. Leaders make sure that pupils learn to keep themselves and others safe, including when online. 21 and 22 March 2023

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(Information for the school and appropriate authority)

 Teachers do not always address pupils’ misconceptions or take opportunities to give pupils feedback to improve their work. This means that pupils do not always produce work of a high standard. Leaders must ensure that all staff take the time to teach pupils to improve their work so that pupils consistently produce high- quality work.

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How can I feed back my views?

or to 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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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. 21 and 22 March 2023

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School details

Inspection number 10282626 Type of school Primary

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School details

Chair of governing body Marie Edinborough

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School details

Date of previous inspection 20 May 2021, under section 8 of the Education Act 2005

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Information about this school

 The most recent section 48 inspection, which is an inspection of the school’s religious character, took place in November 2022.  The school does not use the services of any alternative providers.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, art and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also spoke to leaders about the curriculum in some other subjects and visited a range of lessons. 21 and 22 March 2023

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 Inspectors met with the headteacher and other leaders. The lead inspector met with representatives of the governing body, including the chair. She spoke with a representative of the local authority.  To evaluate the effectiveness of the school’s arrangements for safeguarding, the lead inspector reviewed the school’s policies, procedures and records. She met with the designated safeguarding leads. Inspectors also spoke with staff, governors and pupils about the school’s approach to keeping pupils safe.  The inspectors observed pupils’ behaviour in lessons and around school.  The inspectors considered responses to Ofsted’s parent, pupil and staff questionnaires. An inspector also spoke with parents at the school.

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Inspection team

Aoife Galletly, lead inspector His Majesty’s Inspector

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Inspection team

Amanda Greaves Ofsted Inspector 21 and 22 March 2023

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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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