Carsington and Hopton Primary School

Inspection of a good school: Carsington and Hopton Primary School Carsington, Matlock, Derbyshire DE4 4DE

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Outcome

Carsington and Hopton Primary School continues to be a good school.

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What is it like to attend this school?

Pupils demonstrate their enjoyment of learning in this warm, close-knit school community. Pupils enjoy solving word problems in mathematics. They learn about well dressing and other traditions of their local area. They debate issues together comfortably, challenging each other respectfully. They talk enthusiastically about ‘Dream Big Week’ when visitors come to school to share their work and experiences.

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What is it like to attend this school?

Pupils show care and consideration for one another. They conduct themselves well, responding to the adults’ high expectations and support. Pupils feel safe here. They know the adults notice if they need support and celebrate when they do well. If they have a worry, they know they can confide in their teachers. They trust the grown-ups to look after them.

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What is it like to attend this school?

Parents and carers have high regard for the work of the school and the commitment of staff. Reflecting the views of many, one parent said, ‘It's clear that each child matters, each staff member matters, the parents matter, and that's what makes us one big school family.’

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

The school has put considerable thought and care into designing an ambitious curriculum for its mixed age classes. The school collaborates well with the other schools in ‘The Village Federation’ to develop, check and refine their curriculum. From the early years to Year 6, all pupils, including those with special educational needs and/or disabilities (SEND), benefit from this. The curriculum sets out clearly the knowledge, concepts and vocabulary that pupils should learn at each stage. For example, in history, the curriculum identifies a ‘big question’ in each unit. In mathematics, the curriculum identifies the small steps that pupils must make before moving on to new learning. The school is working with determination to ensure that the curriculum is clear. This is seen in their firm plans to adjust the sequence of the curriculum so that pupils can know and remember even more in science. 8 May 2024

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Teachers introduce new learning clearly and with suitable support. They provide more demanding tasks when pupils are ready. Teachers give pupils frequent opportunities to recall what they have learned in the past and link it with new content. Pupils then apply the core knowledge to the tasks that they are set and their understanding deepens. As a result, for example, pupils learn to reason and problem-solve in mathematics. They develop their understanding of the concept of empire in history and the physical and human features of a place in geography.

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In the early years, the school prioritises reading and language development. Children learn carefully chosen stories, rhymes and songs. Their provision is well integrated in the key stage 1 class where they can break out into activities that support their physical development and spark their imagination.

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The school teaches phonics from the very start of the Reception Year. Teachers check pupils’ progress in phonics regularly. They make sure that teaching and books match the sounds that pupils know. Staff follow a rigorous training programme before they begin to teach phonics. Despite this, some pupils have misconceptions. They do not read as confidently or fluently as they could. Older pupils see the value of reading books that help them to think about the world from new points of view.

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The school has a detailed understanding of the different needs of pupils with SEND. Pupils benefit from well-judged support to learn alongside their peers. They achieve well. The school listens to parents and pupils when designing the provision that pupils need to make progress academically, socially or emotionally. Teachers value the advice and training they receive to help them meet pupils’ needs.

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The school’s behaviour policy reflects the warm relationships in the school. Pupils get rewards when they do the right thing. They get high-quality support when they need help to improve their behaviour. Consequently, pupils learn in a calm, purposeful environment. Pupils say that they are treated fairly. They understand that this does not mean that everyone is treated the same.

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The provision for pupils’ wider development is strong. A programme of ‘Vision’ assemblies, educational visits and experiences are planned well. They complement the curriculum to offer pupils rich opportunities to develop confidence, independence and resilience.

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Staff are happy and well supported. They receive effective training about aspects of the curriculum, behaviour and safeguarding. Governors and leaders know their duties well, including in relation to safeguarding.

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Safeguarding

The arrangements for safeguarding are effective.

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 Some pupils have developed some misconceptions in phonics over time. As a result, they do not read as well as they could. The school needs to maintain a sharp focus on ensuring misconceptions are picked up and addressed quickly, so that pupils develop secure reading skills and can benefit fully from the curriculum.

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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 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.

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Background

This is the second ungraded inspection since we judged the school to be good in November 2014.

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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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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 May 2024

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School details

Appropriate authority The governing body

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School details

Website www.carsingtonhoptonprimary.co.uk

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School details

Date of previous inspection 11 September 2018, under section 8 of the Education Act 2005

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Information about this school

 The school has an executive headteacher and a head of school.  The head of school took up her post in September 2023.  The school is one of four schools in The Village Federation.  A significant proportion of pupils join the school after the Reception Year.  The school does not make use of any alternative providers.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  The inspectors met with the executive headteacher, the head of school, the special educational needs and/or disabilities coordinator (SENDCo), a representative of Derbyshire local authority and members of the governing board.  The inspectors carried out deep dives in these subjects: early reading, history and mathematics. For each deep dive, inspectors met with subject leaders, visited a sample 8 May 2024

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of lessons, spoke to teachers, spoke to groups of pupils about their learning and looked at samples of pupils’ work.  Inspectors spoke to pupils about other subjects including geography and personal, social and health education (PSHE). They looked at pupils’ work in geography, art, science and design and technology. They visited sessions in the early years foundation stage.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the view of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interest first.  The inspectors observed pupils’ behaviour in lessons and around the school site, including during breaktime and lunchtime.  The inspectors spoke with groups of pupils and with staff. An inspector considered the responses to Ofsted Parent View, Ofsted’s online survey, and to the staff and pupil

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Inspection team

Aoife Galletly, lead inspector Ofsted Inspector

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Inspection team

Stephen Long Ofsted Inspector 8 May 2024

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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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