Diseworth Church of England Primary School

Inspection of Diseworth Church of England Primary School Grimesgate, Diseworth, Derby, Derbyshire, DE74 2QD

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

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Overall effectiveness Good

Previous inspection grade 19 January 2023, under section 8 of the Education Act 2005 8 and 9 May 2024

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What is it like to attend this school?

Pupils are proud members of their caring and inclusive school. Throughout their time at Diseworth Primary, pupils are taught in classes of mixed age and ability, where they are encouraged to work together as well as independently. As a result, they form close friendships and play harmoniously together in mixed ages during social times. Pupils are happy and kind to each other.

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What is it like to attend this school?

This school has high expectations for and of its pupils. Pupils behave well in lessons and around school. Pupils forge strong relationships with teachers. Pupils with special educational needs and/or disabilities (SEND) greatly value the care they receive. Most know when they need some quiet time out of class to manage negative emotions. In such circumstances, they are exceptionally well supported by the staff. Pupils are confident to talk to an adult if they have any worries and know that adults will act on any concerns they have. As a result, pupils feel safe.

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What is it like to attend this school?

Parents and carers are overwhelmingly positive about the school. One comment, typical of many was: ‘The staff at Diseworth always put the children's well-being and learning first and go above and beyond. It is a lovely, welcoming and inclusive school with dedicated staff.’

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better?

The school has a clear vision for what all pupils can achieve. An ambitious and broad curriculum has been recently developed and is designed well. It is carefully considered, with clear guidance that supports teachers to help build pupils’ knowledge over time. Pupils benefit form specialist sports and music teachers. This new curriculum is embedding in the school and is typically well-taught. Occasionally, some staff do not draw well enough on their checks of pupils’ learning to adapt and teach the curriculum as well as they could. As a result, gaps in knowledge that pupils may have are not closing as quickly as the school would like, and a few pupils’ knowledge is not as deep as it could be.

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better?

The school has effective systems in place to identify the needs of pupils with SEND. Adults know these pupils well. Individual support plans are precise and routinely reviewed. Consequently, pupils with SEND achieve well. The school benefits from a nurture room, the ‘rainbow room’, and specialist staff to support pupils social, emotional and mental health needs.

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better?

Pupils show positive attitudes to learning. They take pride in their work and are eager to share their learning with adults. They are polite and respectful and listen to the views of others well. Pupils behave well in lessons and routines are well- established. This means that pupils learn effectively.

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better?

Children learn to read quickly. They learn to match sounds to letters confidently. Pupils read books matched to the sounds they know. Staff are well trained and regularly check pupils’ progress through the school’s phonics scheme. Pupils who are 8 and 9 May 2024

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struggling to keep up receive additional help. As a result, they swiftly progress to become fluent and confident readers. Staff and pupils share a love of reading.

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The school’s ‘charter of experiences’ builds pupils’ character and provides a broad range of opportunities to nurture and develop their talents and interests. For example, all pupils perform in a musical concert. Pupils eagerly participate in the ‘morning mile’ alongside parents and carers, and staff. Pupils enjoy trips, such as the school residential trip, and visits to the Monkey Forest and National Sealife Centre. They enjoy taking part in after-school clubs, such as yoga and multi-sports. The school’s vision of ‘let your light shine’ is the lived experience of pupils in this school. However, some aspects of the school’s work to support pupils’ personal development are not designed or implemented consistently well. This means that some pupils do not gain all of the knowledge that they need in readiness for life in modern Britain.

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Governors have a clear understanding of their responsibilities and the school’s priorities. They use this understanding well to support and hold the school to account. Staff are happy and proud to work at this school. They feel well supported with their well-being and workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Where the school has introduced new curriculums, there are some inconsistencies in how effectively staff adapt and teach these subjects. This means the gaps in knowledge that pupils have are not closing as quickly as the school would like, and some pupils’ knowledge is not as deep as it could be. The school should ensure that staff have the ongoing training and guidance they need to understand how to adapt and teach the curriculum well, so that pupils’ gaps in knowledge close and pupils develop a deep knowledge of the curriculum.  Some aspects of the school’s work to support pupils’ personal development are not designed or implemented consistently well. This means that some pupils do not gain all of the knowledge that they need in readiness for life in modern Britain. The school should ensure that the programmes to support pupils’ personal development are coherently designed and implemented, so that pupils are better

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(Information for the school and appropriate authority)

prepared for their future lives. 8 and 9 May 2024

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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' 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 and 9 May 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 19 January 2023, under section 8 of the Education Act 2005

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Information about this school

 The headteacher was appointed to her substantiative headteacher post in January 2024, from her previous role as head of school.  The school is a member of the Diocese of Leicester and has a Christian character.  The school’s last section 48 inspection of Anglican and Methodist schools took place in June 2017. This is an inspection of the school’s religious character. The next section 48 inspection is due next academic year.  The school runs breakfast and after-school care clubs managed by the governing body.  The school does not use 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. 8 and 9 May 2024

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 Inspections are a point-in-time judgement about the quality of a school's education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views 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’ interests first.  Inspectors carried out deep dives in these subjects: reading; mathematics; and music. 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 where available.  To further look at the curriculum, the lead inspector met with leaders about the

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curriculums in English and geography.  Inspectors visited the school’s breakfast club and observed social times in the school, such as breaktime and the ‘morning mile’.  Inspectors met with the headteacher and curriculum leaders.  The lead inspector met with representatives of the governing body, including the chair of governors, and held a telephone conversation with a representative of the local authority.  Inspectors reviewed a range of documentation on the school website and documentation relating to the governance of the school.  Inspectors reviewed a range of school documentation, including leaders’ self- evaluation, improvement plans, records of governance and documentation relating to pupils’ attendance and behaviour. Inspectors also reviewed the documents available on the school website.  Inspectors considered the views of pupils, parents and staff through discussions and a consideration of their responses to the online surveys, including the free-

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Inspection team

Anne Maingay, lead inspector His Majesty's Inspector

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Inspection team

Cat Thornton Ofsted Inspector 8 and 9 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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