Kirk Ireton C of E Primary School

Inspection of Kirk Ireton C of E Primary School Main Street, Kirk Ireton, Ashbourne, Derbyshire DE6 3LD

p.1

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Previous inspection grade Outstanding

p.1

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since September 2017. The school received an ungraded inspection under section 8 of the Act on 13 June 2023. Since September 2024, schools have not been awarded an overall effectiveness grade. 7 and 8 January 2025

p.1

What is it like to attend this school?

Pupils are proud of their school. They feel well cared for. They listen to each other’s ideas with respect and consideration. Pupils learn that their opinions and views matter. Their conduct and attitudes to learning are exemplary.

p.2

What is it like to attend this school?

The youngest children settle quickly into school. They enjoy spending time with their older peers during social times. Strong friendships form. Most parents and carers value the way in which their children are nurtured as individuals and the broad range of extra- curricular activities that the school offers.

p.2

What is it like to attend this school?

Pupils consider how their small acts can have a positive impact on wider issues in society, such as homelessness. They develop a strong moral compass and understand how they can make a difference to others. Pupils host tea parties for the local community, sharing memories of past times. The oldest pupils enjoy planning their own residential trips. They map routes to places they visit, learn how to use public transport and organise events.

p.2

What is it like to attend this school?

The school’s vision of ‘learning, achieving and growing together’ is lived out through the curriculum. This curriculum is broad and rich and sets high expectations for what pupils can achieve. However, in a few subjects, pupils struggle to recall fully the key knowledge the school intends.

p.2

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

The school’s curriculum sets out what pupils will learn from early years through to Year 6. It is well considered and logical. The curriculum carefully considers the specific knowledge that pupils will recall when taught in mixed-aged classes. Teachers know what to teach and when to teach it. They check pupils’ starting points and adapt the curriculum accordingly. Pupils are enthusiastic and enjoy learning. However, in a few aspects of the school’s curriculum, pupils’ recall is not as secure.

p.2

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

The curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Staff have high aspirations for pupils with SEND. These pupils are supported well. They study the same curriculum as their peers. Teachers organise the content of lessons carefully so pupils with SEND revisit, rehearse and build on what they need to know.

p.2

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

The school prioritises developing pupils’ love of reading. Pupils in key stage 2 listen with enthusiasm to classical literature. Younger children enjoy hearing the ‘favourite five’ stories repeatedly. This helps them to learn important language structures and vocabulary. Pupils at the early stages of reading are given activities that help them practise and develop their phonics knowledge. They read books that are well matched to the sounds they know. Any pupils who fall behind with their reading are given prompt support. This help is precise and focuses on the specific gaps in their reading knowledge.

p.2

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

Clear routines for pupils’ exemplary behaviour start in the early years. These high expectations are understood by all. Children show care and empathy when playing and 7 and 8 January 2025

p.2

3

working alongside their peers. Teachers ensure that all of the activities help children learn key basic knowledge. This prepares children well for the rest of their schooling. Teachers support children in taking turns, developing their fine motor skills and learning about the world around them. Recently introduced teaching strategies provide pupils in Years 1 and 2 with useful opportunities to revisit and rehearse essential early knowledge.

p.3

3

The school prioritises pupils’ attendance. Staff ensure that families get the support necessary before attendance falls below the school’s high expectations. As a result, attendance is high.

p.3

3

The school’s personal development programme is impressive. Its aim is for pupils to ‘develop into extraordinary young people’. Pupils are encouraged to consider possible career paths in the future. This includes trips chosen carefully to raise aspirations such as spending a day at Oxford University. Pupils learn how to budget and manage their money. They have a deep appreciation of rights and responsibilities and equality and diversity. Pupils develop mature and sensitive attitudes to issues in wider society. Any pupils who need extra help to manage their emotions are expertly supported so that, over time, they thrive. Pupils’ talents and interests are nurtured. All pupils learn to play a musical instrument and take part in sporting competitions.

p.3

3

Staff are proud to work at this inclusive school. They feel valued and appreciated. They recognise how the school supports their workload and develops their expertise to teach the curriculum.

p.3

3

Governors have a secure understanding of the school’s strengths and areas for development. They use the school’s resources effectively to ensure all pupils are provided with an appropriate curriculum. Governors make the necessary checks to fulfil their roles and responsibilities.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few subjects, pupils are not able to recall the key knowledge as well as the school intends. In these curriculum areas, pupils do not develop the depth of understanding of the subject content they are capable of. The school must ensure that, in each subject, pupils can remember and articulate the knowledge identified so they are best prepared for the next stage in their learning.

p.3

4

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

4

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 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). 7 and 8 January 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Headteacher Peter Johnston (Executive Headteacher)

p.5

School details

Date of previous inspection 13 June 2023, under section 8 of the Education Act 2005.

p.5

Information about this school

 The school is part of The Village Federation. The local governing body and the executive headteacher have oversight of the four schools in this federation.  The chair of governors took up the position in September 2024.  The school does not use any alternative provision.  Kirk Ireton CofE Primary School is part of the Diocese of Derby. The previous section 48 inspection of this school took place in May 2017. This is an inspection of the school’s religious character.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 7 and 8 January 2025

p.5

6

 Inspections are a point-in-time evaluation 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.  Inspectors carried out deep dives in these subjects: early reading, mathematics and music. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors met with the executive headteacher, the head of school, the special educational needs and disabilities coordinator and staff who have oversight of the early years.  The lead inspector met with representatives of the local governing body and held a telephone conversation with a representative of the local authority.  Inspectors observed pupils’ behaviour during lessons, around the school and at social

p.6

6

times. They also considered the school’s offer to support pupils’ 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 spoke with staff, parents and pupils on site. They considered the responses to Ofsted’s survey for staff and the views of parents expressed through Ofsted Parent View.

p.6

Inspection team

Shaheen Hussain, lead inspector His Majesty’s Inspector

p.6

Inspection team

Michelle Thompson Ofsted Inspector 7 and 8 January 2025

p.6

7

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.

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