New Whittington Community Primary School

Inspection of New Whittington Community Primary School London Street, New Whittington, Chesterfield, Derbyshire S43 2AQ

p.1

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

p.1

Overall effectiveness Good

The headteacher of this school is Emma Tooley. This school is part of Learners’ Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Matt Freeston, and overseen by a board of trustees, chaired by Steve Welsh. 16 and 17 July 2024

p.1

What is it like to attend this school?

Communication, aspiration and resolution sit at the heart of New Whittington Community Primary School. These three ambitious aims are woven through the curriculum and school life. Pupils learn what it means to be a good communicator, to aim high and how to resolve problems.

p.2

What is it like to attend this school?

Pupils like coming to school and spending time with each other. They attend well. They describe their school as being supportive, giving, fair and accepting. Pupils feel safe and valued. They say they are listened to and that their views count.

p.2

What is it like to attend this school?

Pupils are polite and welcoming. Staff deal with any incidents of poor behaviour effectively. Through the ‘Learners’ Code’, staff teach pupils what it means to be a good learner. However, despite these high expectations, some pupils do not always engage in learning as well as they could.

p.2

What is it like to attend this school?

Every pupil learns British Sign Language (BSL). This is something they relish. Children in the early years proudly share the signs they know for the stories they read. By the time they reach the end of key stage 2, many pupils are proficient signers. As one pupil typically explained, ‘BSL helps us to communicate with deaf children. It makes sure that everyone is included and no one is left out.’

p.2

better?

Pupils benefit from a curriculum that is ambitious and well sequenced. Staff frequently revisit the key content that pupils have been taught before. This approach helps pupils remember important prior learning. In history, for example, pupils in key stage 2 can confidently recall what they have learned about ancient civilizations and discuss the similarities and differences between them. However, teachers do not always check what pupils know and can do closely enough. Pupils’ misconceptions are not always identified. Sometimes, pupils are moved on before they are ready.

p.2

better?

Staff teach phonics consistently well. Any pupil who falls behind gets the help they need to catch up. The books that pupils read are matched closely to the letters and sounds that they recognise. To develop fluent reading, staff encourage pupils to sound out words in their heads. The school has thought very carefully about the texts that pupils will encounter at each stage of their education. Pupils recall with fondness the fiction, non-fiction and poems they have read. As well as developing their understanding of language, pupils take life lessons from these texts. For example, Year 6 pupils learned about kindness, acceptance and inclusion from the story ‘Wonder’.

p.2

better?

Children get off to a good start in the school’s nurturing and purposeful early years provision. They sustain their concentration well and get the most from the activities on offer. Staff take part in children’s imaginative play. They use these valuable learning moments to develop children’s communication and language skills. 16 and 17 July 2024

p.2

3

Parents and carers of pupils with special educational needs and/or disabilities (SEND) applaud the high-quality education and care that their children receive. Staff adapt learning so that these pupils achieve well. Pupils with complex needs benefit from precise, individual support. Any pupils who attend New Whittington’s hearing impairment unit are included fully in school life.

p.3

3

Most pupils behave well. However, some do not always display the focused, positive attitudes to learning set out in the ‘LEARNER’s Code’. When pupils do not engage in lessons as they are expected to, their understanding is not as secure, and they cannot always complete tasks successfully on their own.

p.3

3

The school has high expectations regarding attendance. It monitors absence closely, intervening swiftly if pupils have too much time off.

p.3

3

The school’s personal development offer is a strength. In personal, social and health education (PSHE) lessons, pupils learn how to keep themselves safe and healthy. Pupils know how to protect themselves online and how to look after their physical and mental well-being. The school frequently reviews its PSHE curriculum to ensure that it reflects the needs of the pupils and the local community. The curriculum is enhanced by a wide range of trips and visitors. There are a variety of clubs on offer to develop pupils’ talents and interests. There are also several important leadership positions for pupils to take on. The school’s librarians, for instance, play a very active role in promoting a love of reading.

p.3

3

The staff are a unified team. They praise the school’s leadership. Staff appreciate the thought and time that is given to help them manage their workload.

p.3

3

The team at Learners’ Trust checks the school’s progress closely. The trust provides effective support and challenge which is helping New Whittington Community Primary School to thrive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Teachers do not always check well enough on what pupils know and can do. Consequently, gaps in pupils’ knowledge are not always identified. Pupils are sometimes moved on to new learning before they have the secure understanding that they need to do so. The school must ensure that teachers check closely on how well pupils are learning the curriculum so that any misconceptions are resolved and pupils achieve as well as they can. 16 and 17 July 2024

p.3

4

 The school teaches pupils what it means to be a good learner. However, some pupils do not always meet these high expectations. When pupils do not engage well with learning, their understanding is not secure, and they cannot always complete tasks successfully by themselves. The school should ensure that all pupils acquire consistently positive attitudes to learning so that they can make the most of every lesson and achieve as well as possible.

p.4

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with 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). 16 and 17 July 2024

p.4

School details

Dates of previous inspection 10 and 11 March 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 New Whittington Community Primary School is part of Learners’ Trust.  The school has a special educational needs provision for pupils with hearing impairments.  The school uses one unregistered alternative provision.

p.5

Information about this inspection

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

p.5

Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.5

Information about this inspection

 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. 16 and 17 July 2024

p.5

6

 Inspectors carried out deep dives in reading, mathematics, history and music. For the deep dives, inspectors discussed the curriculum with subject leaders, visited lessons, spoke with teachers, spoke with pupils and looked at samples of pupils’ work. Inspectors also considered pupils’ learning in English, religious education, science, art and design, physical education and PSHE.  Inspectors met with the headteacher and the deputy headteacher, subject leaders, teachers and support staff. Inspectors also met with leaders with responsibility for pupils with SEND, behaviour, attendance and personal development.  To evaluate the effectiveness of safeguarding, 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 examined a range of school documents relating to behaviour,

p.6

6

attendance and governance, as well as leaders’ self-evaluation of the school.  The lead inspector listened to a sample of pupils in Year 1, Year 2 and Year 3 read. Inspectors met with groups of pupils from different year groups.  The lead inspector met with the CEO and the school’s trust partner. The lead inspector also met with the chair of the board of trustees, the link trustee for the school and two ‘school champions’.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View, and the results of Ofsted’s staff survey.

p.6

Inspection team

Shaun Carter, lead inspector His Majesty’s Inspector

p.6

Inspection team

Heidi Bastock Ofsted Inspector 16 and 17 July 2024

p.6

7

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 looked after children, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7