Walter Evans Church of England Aided Primary School

Inspection of a good school: Walter Evans Church of England Aided Primary School Darley Abbey Drive, Darley Abbey, Derby, Derbyshire DE22 1EF

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Outcome

There has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of this school is David Brown. This school is part of Derby Diocesan Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Sarah Clark, and overseen by a board of trustees, chaired by Sarah Charles.

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What is it like to attend this school?

Walter Evans Church of England Aided Primary School is an aspirational and joyful school, where pupils thrive. The school offers a broad, balanced and creative curriculum. Staff have high expectations of pupils to make strong progress and to achieve well. These expectations are realised socially, academically and personally.

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What is it like to attend this school?

Pupils feel happy and are proud of their school. One pupil shared, ‘This school is special because of our community. We all work together well and we all work really hard.’ In lessons, pupils concentrate and listen well. Pupils consistently demonstrate positive attitudes to their learning and talk about their learning with enthusiasm.

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What is it like to attend this school?

Pupils are courteous and respectful of each other and staff. As a result, relationships are strong. Pupils and staff live out the school’s Christian values. Pupils feel safe. They say they have trusted adults who they can talk to about anything that is worrying them.

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What is it like to attend this school?

Pupils access a wide range of opportunities to nurture their talents and interests. They are proud of these opportunities. They value the impact these roles have on their own personal development. One house captain explained, ‘It’s all about developing leadership skills but being a house captain has also taught me about patience and teamwork.’ 15 and 16 May 2024

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

Children get off to a very strong start in the early years. Expectations are very high. Children have the opportunity to explore and learn through play in a warm and nurturing environment. Children in the Reception Year show high levels of independence. They maintain concentration for sustained periods of time. Staff use questioning to enhance learning while children explore and follow their own interests. The learning environment supports children to take managed risks and to make progress in all areas of learning. Children are exceptionally well prepared for key stage 1.

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

Curriculum planning for all foundation subjects is ambitious and well-sequenced. There are regular opportunities for pupils to ‘dig deeper’. Staff have consistently high expectations across all areas of the curriculum. For example, in physical education, staff focus heavily on pupils’ precision and quality of movement. The school continues to refine all subjects in order to meet its aspirational curriculum intent. All areas of the curriculum offer high-quality learning opportunities. Books show that pupils’ knowledge and skills build incrementally over time. Pupils take real pride in their work and this is evident in books from the Reception Year onwards.

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

The school has a culture in which reading is prioritised. The school’s reading curriculum, including the phonics programme, is highly effective. Pupils learn to decode and develop their reading fluency and comprehension skills. The school uses assessment with precision. This ensures that additional support is quickly put in place if any pupil requires it. High quality-texts are mapped out. This ensures that pupils experience a diverse range of genres. Pupils enjoy reading and can talk about their favourite books with enthusiasm.

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

Mathematics is a real strength. Teachers’ subject knowledge is secure. They explain new learning and model calculation methods effectively. Classroom displays support pupils’ learning by providing them with a range of prompts. The clear lesson structure allows pupils to ‘dig deeper’ and use and apply their knowledge further. Pupils enjoy their mathematics lessons and achieve well. Opportunities to revisit their prior learning support pupils to secure and embed their mathematical knowledge. Teachers encourage pupils to fully explain their mathematical thinking using subject-specific vocabulary with accuracy.

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

Pupils with special educational needs and/or disabilities (SEND) achieve the best possible outcomes. The school works proactively with a range of external agencies. This ensures that pupils receive the support they need to make progress. Staff attend regular training opportunities to develop what the school calls ‘quality first teaching’. In the vast majority of cases, pupils with SEND access the same ambitious curriculum as their peers. For pupils with the most complex needs, bespoke and effective support is in place. 15 and 16 May 2024

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The curriculum prepares pupils well for life in modern Britain. Pupils have an age- appropriate understanding of different types of family and relationships. Pupils’ understanding of equality and diversity is well developed. They can talk with confidence about the British values and the protected characteristics. Pupils’ knowledge of different world faiths is also secure.

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The school is ambitiously led. Staff typically feel well-supported with their workload and well-being. Staff value the high quality continuous professional development offered to them. They enjoy having the opportunity to network with other professionals across the trust. Those with responsibility for governance appropriately challenge and support the school.

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Safeguarding

The arrangements for safeguarding are effective.

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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 predecessor school to be good in November 2011.

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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 15 and 16 May 2024

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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). 15 and 16 May 2024

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School details

Date of previous inspection 15 November 2018, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Derby Diocesan Academy Trust.  The school does not currently use any form of alternative provision.  The school is a part of the Diocese of Derby. The last section 48 inspection of the school’s religious character took place in March 2017.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation. 15 and 16 May 2024

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 The inspector carried out deep dives in reading, mathematics and physical education. For each deep dive, the inspector discussed the curriculum with leaders, visited lessons, spoke with teachers and pupils, and reviewed samples of pupils’ work.  The inspector listened to some pupils read to a familiar adult.  The inspector met with leaders responsible for behaviour, personal development, the early years and the provision for pupils with SEND.  To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector reviewed a range of documents, including the school’s self-evaluation and improvement plan.  The inspector met the chair of the governing body, members of the board of trustees

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and the deputy and chief executive of the trust.  The inspector considered the responses to Ofsted’s online questionnaire, Ofsted Parent View, including any free-text comments, as well as the results of Ofsted’s survey for school staff.

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Inspection team

Luella Dhoore, lead inspector Ofsted Inspector 15 and 16 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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