Lea Primary School

Inspection of Lea Primary School Church Street, Lea, Matlock, Derbyshire DE4 5JP

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Education Act since July 2012. 25 and 26 June 2024

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What is it like to attend this school?

Pupils and parents and carers are full of praise for this vibrant and happy school. Parents wholeheartedly support the school’s ethos. They typically say that their children thrive because of the ‘fantastic culture where children are excited to excel’, describing the school as ‘an asset of the community’. Pupils appreciate the interesting lessons and the wide range of activities such as outdoor learning, trips and sports.

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What is it like to attend this school?

A love of learning is at the heart of the school. In lessons, pupils are attentive and enthusiastic learners. In discussion, many pupils could explain their learning with confidence. They demonstrate a mature and sophisticated understanding of the curriculum. Pupils who require extra support receive the help they need to access the full curriculum. This includes pupils with special educational needs and/or disabilities (SEND), and those who speak English as an additional language. Standards of achievement in English and mathematics tests are at least in line with the national average, and often above.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. They treat one another, and adults, with courtesy and respect. The provision for pupils’ wider personal development is a distinctive strength. The school goes above and beyond to provide an impressive programme of enrichment activities.

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better?

The school has designed a well-established curriculum that is ambitious for all pupils to develop secure knowledge and skills in all subjects. The school successfully draws on the specialist subject expertise of the staff across the federation. This means that the curriculum has been carefully planned and sequenced and adapted to the school’s context. For example, pupils are proud of their local heritage as a school founded by Florence Nightingale. They enjoy receiving visitors and learning about the local National Tramway Museum and the Cromford UNESCO World Heritage site. The curriculum strongly supports pupils to embody the school’s vision to ‘embrace the love of learning and enjoy coming to school’.

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better?

In lessons, staff use their expert subject knowledge to provide stimulating activities designed to help pupils apply what they know to new concepts. Any uncertainty is quickly spotted and discussed, through teachers’ regular checks on pupils’ understanding. Pupils develop qualities of resilience and determination. Their attitudes to learning are impressive, as observed in a range of subjects and lessons including mathematics, science, history and physical education.

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better?

The school prioritises reading as central to the curriculum. Children begin to learn phonics straight away in the Reception class. As a result of the well-planned, systematic approach, pupils develop very well as confident readers. Staff are well equipped to provide practice sessions for any who need extra help. Books are celebrated and pupils are encouraged to develop a deep love of reading. 25 and 26 June 2024

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The school is ambitious for pupils with SEND to achieve as highly as possible through the personalised support they receive. Pupils with SEND are fully included in all aspects of school life.

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Children in the early years have an exceptional start to their schooling. The curriculum is designed to provide a firm foundation for all children. The adults work as a highly experienced team to plan meaningful activities in the inspiring indoor and outdoor areas. There is a very sharp focus on children’s vocabulary and language development. Children chatted proudly about ambitious vocabulary they had learned such as ‘atrocious’, ‘determined’ and ‘devour’. Impressively, they could put these words into sentences and explain the meaning! Children in the early years are extremely well prepared for the next steps in their education.

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The school’s bespoke ‘enrichment curriculum’ is a unique feature of the provision to enhance pupils’ broader personal development. The scope and depth of this work is exceptional. The programme, which is delivered weekly, encompasses themes such as personal, social, health and relationships education, British values, outdoor learning, sustainability, equalities, and many more. The activities provide all pupils, including those with SEND, with an ‘opportunity to shine’. Pupils speak highly of these rich experiences, saying that they help them to understand ‘life outside of school’. They are extremely well prepared as young citizens.

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Governors fulfil their role very well. They provide well-informed support and challenge for the school. Staff are overwhelmingly positive about the school, saying that they highly value the care and support shown by leaders for their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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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 25 and 26 June 2024

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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). 25 and 26 June 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Lindsey Henning and Natalie Slater (co-chairs) Headteacher Karen Maycock

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School details

Date of previous inspection 10 and 11 July 2012, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Framework Federation group of two schools. Senior leaders and governors oversee both schools in the group.  The school does not make use of any alternative provision.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior and curriculum leaders. The lead inspector met with several members of the governing body, including the co-chairs. The lead inspector held a discussion with a representative of the local authority. 25 and 26 June 2024

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 Inspectors carried out deep dives in reading, mathematics, and physical education. For each deep dive, inspectors met with subject leaders to discuss the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector observed some pupils read to a member of staff they know.  Inspectors also discussed the curriculum, reviewed curriculum planning and visited lessons in some other subjects.  Inspectors observed behaviour in lessons and at other times around 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.

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Inspection team

Christine Watkins, lead inspector His Majesty’s Inspector

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Inspection team

Linda Azemia Ofsted Inspector 25 and 26 June 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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