Dronfield Stonelow Junior School

Inspection of Dronfield Stonelow Junior School Stonelow Road, Dronfield, Derbyshire S18 2EP

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Previous inspection grade Good 4 and 5 February 2025

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What is it like to attend this school?

Dronfield Stonelow Junior School has high expectations for every pupil. Pupils are happy and enjoy attending this school. Staff build positive relationships with pupils and their families. Pupils say that they feel safe in school. They are ready to learn and enjoy their lessons. As a result, pupils work hard and achieve well across the curriculum. They make a positive contribution to the school.

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What is it like to attend this school?

Pupils behave well. Lessons are calm and pupils concentrate on their learning. Pupils play well together at playtimes. They show respect for each other and for staff. Pupils who find it harder to meet the school’s expectations for behaviour are provided with the help that they need.

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What is it like to attend this school?

Pupils develop their leadership skills as school councillors, mini-leaders, iVengers, Bronze Young ambassadors and sports leaders. Many pupils attend clubs and enjoy activities where they develop their interests, such as football, boxing, arts and crafts, dance and drumming. All year groups benefit from residential visits.

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What is it like to attend this school?

Parents and carers overwhelmingly value the work that the school does. One parent represented the views of many by saying: ‘This is a wonderful school. My daughter is always happy to go to school and talks with enthusiasm about what she has learned.’

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

Staff at the school are proud to be part of ‘Team Stonelow’. They combine a sharp focus on promoting academic standards with high-quality pastoral care. Staff work tirelessly with the school’s family support worker to provide support and guidance for many pupils and their families. Well-considered extra-curricular opportunities, such as therapy through play with plastic bricks, help pupils to improve their self-esteem, confidence and perseverance. As a result, these pupils are able to overcome barriers to learning and be successful.

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

The curriculum has been carefully designed and is ambitious for pupils, including those with special educational needs and/or disabilities (SEND). Knowledge in all subjects has been logically sequenced, so that pupils revisit and embed key concepts over time. However, some teachers in a few subjects do not provide learning opportunities for all pupils that are matched to their abilities. This means that some pupils do not achieve as well as they could.

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

Teachers check to find out what pupils know, such as through regular memory tasks. This helps pupils know more and remember more. Teachers identify pupils who have gaps in their learning, for example in their reading and mathematics. These pupils receive extra support that helps them to improve their knowledge.

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

Reading is a priority at this school. Pupils read carefully chosen, engaging texts in their English lessons. This helps them to develop their knowledge of different genres of fiction and non-fiction. Pupils enjoy reading and make good use of the school library. 4 and 5 February 2025

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The school is ambitious for pupils with SEND to achieve well. It identifies pupils with SEND quickly. Teachers adapt their teaching to meet these pupils’ needs. The school ensures that staff are trained to support pupils with SEND in lessons. It seeks appropriate advice from external agencies to support pupils’ specific needs.

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The school checks pupils’ attendance closely. It works well with families to ensure that pupils attend as often as possible. Consequently, many pupils who had high rates of absence now attend school regularly. Classrooms are environments where pupils thrive. This is because pupils understand that the school’s behaviour policy exists to help them to learn.

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Pupils have access to a rich programme for personal development. It is at the core of everything the school does. The school provides opportunities and experiences that broaden pupils’ horizons. Pupils learn to understand difference and be tolerant and respectful of others. For example, they learn about world religions and develop a strong understanding of fundamental British values. Pupils learn to keep themselves healthy and safe. Pupils learn about healthy relationships at an age-appropriate level.

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Staff enjoy working at the school. They say that leaders consider their well-being and workload. Governors are very well informed about the work of the school. They hold leaders to account and support them to bring about improvements. Governors fulfil their statutory responsibilities well.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, the school does not make sure that teachers provide learning opportunities for all pupils that are matched to their abilities This affects how well some teachers deliver the curriculum. As a result, some pupils do not develop their knowledge and skills in these subjects as well as they might. The school should ensure that staff have the skills and expertise that they need to deliver the school’s curriculum as it intends.

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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. 4 and 5 February 2025

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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). 4 and 5 February 2025

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School details

Appropriate authority The governing body

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School details

Website www.dronfieldstonelow.derbyshire.sch.uk

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School details

Date of previous inspection 14 December 2023, under section 8 of the Education Act 2005

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Information about this school

 The school uses registered alternative provision from two providers.

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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.

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Information about this inspection

 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.  The lead inspector met with the chair of the governing body and governors. 4 and 5 February 2025

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 The lead inspector held meetings with leaders responsible for behaviour, attendance, personal development and SEND.  Inspectors carried out deep dives in these subjects: English, mathematics, computing and science.  Inspectors 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 listened to pupils reading to a familiar adult.  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 considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime.  The lead inspector took account of the responses from parents to the Ofsted Parent

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View and the online surveys for staff and pupils.

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Inspection team

Stephen Long, lead inspector Ofsted Inspector

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Inspection team

Ged Philbin Ofsted Inspector 4 and 5 February 2025

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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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