Egginton Primary School

Inspection of Egginton Primary School Church Road, Egginton, Derby, Derbyshire DE65 6HP

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Inspection dates: 14 and 21 January 2025

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 14 and 21 January 2025

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What is it like to attend this school?

The school stands at the heart of Egginton and surrounding areas; it is the focal point of life in the community.

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What is it like to attend this school?

Pupils sing at local events, attend festivals and deliver dramatic performances. This helps to build their confidence and displays their talents. These experiences enhance pupils’ learning and strengthen the bond between the school and the community.

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What is it like to attend this school?

Pupils feel safe and happy at the school. They behave well. They follow the school’s ‘seven golden rules’ that are known by all. Pupils adore attending and thrive in a nurturing and supportive environment. The school's increasing popularity reflects the dedication and care of the staff.

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What is it like to attend this school?

Leaders possess a clear vision and hold high expectations of pupils' behaviour, attendance and achievement. This vision aligns with the school's motto, ‘to be all I can be’. From the moment children start at the school, they receive the care, guidance and support needed to realise this vision and ambition. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well from their starting points.

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What is it like to attend this school?

Parents and carers deeply value the attention given to each child's well-being and development. One view, which is typical of many states: ‘This is a fantastic school, which is family oriented.’

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

The school has significantly refined its curriculum and approach to assessment since the last inspection. Teachers identify the key knowledge for children and pupils to learn. The curriculum develops from early years, enabling pupils to cumulatively build their knowledge.

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

Pupils often recall what they have been taught and learned. For example, they can refer to artists they have studied and techniques used in their work. Older pupils have developed a deep understanding of mathematical vocabulary, which they use to explain how they apply their learning to solve problems. However, some pupils have gaps in their knowledge. This is partly because pupils who have joined during a key stage have not yet fully covered all of the curriculum content. Additionally, staff do not ensure that pupils have frequent retrieval practice to reinforce their recall of prior learning. The school is resolving this quickly.

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

The school prioritises reading, with children in early years making a good start in acquiring phonics knowledge. Staff give children carefully selected books that help to develop their fluency and comprehension. This reflects the structure and ambition for all areas of learning in the early years. Staff explore children’s interests and adjust the provision accordingly. They have high expectations of children, preparing them well for key stage 1. 14 and 21 January 2025

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Pupils quickly become confident and fluent readers in key stage 1. Pupils enjoy accessing a wide range of reading books across the school. New resources are suitably challenging and help pupils to achieve well in reading.

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Pupils apply their reading knowledge well when writing. Their skills in composition are suitably developed. However, their written compositions in subjects other than English often lack the same level of detail. Pupils' standards of presentation and handwriting are of higher quality in their English books compared to other subjects.

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The school has effective processes in place to identify and meet pupils’ additional needs. Individual pupils’ needs are identified quickly and appropriate support is put in place. Pupils with SEND achieve well.

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Pupils’ positive attitudes to learning are reflected in their work ethic. The school provides a calm and supportive environment where everyone is valued. Pupils’ attendance rates have improved since the last inspection, and there has been a notable reduction in the number of pupils who frequently miss school.

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Pupils benefit from a well-designed personal development programme. During story time, pupils listen to books which promote their understanding of fundamental British values. Pupils elect their peers to be school councillors. This helps them to learn about democracy. Pupils know about faiths and beliefs different from their own. For example, they can share their knowledge of Islam and Hinduism. Pupils enjoy residential visits and social events that aid their social development.

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Pupils understand the hallmarks of a healthy lifestyle, including diet and participation in physical activity. Staff prioritise pupils' mental health through initiatives such as 'well- being Wednesday' and participation in sports activities. This significantly enhances pupils’ well-being.

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Governors are passionate about the school and use their knowledge to provide suitable levels of challenge and support, holding leaders to account. They ensure that all pupils, have equal opportunities to experience the full curriculum and achieve well.

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Leaders have resolved most areas identified for improvement at the last inspection. Staff feel well supported by leaders, including consideration of their workload. They receive appropriate training to improve their teaching practice and leadership in their subject areas.

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Safeguarding

The arrangements for safeguarding are effective. 14 and 21 January 2025

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(Information for the school and appropriate authority)

 Pupils can occasionally struggle to recall aspects of previous learning in some subjects. Prior knowledge is not revisited frequently enough. This limits pupils’ ability to build on prior learning. The school should further refine its approaches to revisiting prior learning to strengthen pupils’ memory and deepen their understanding so pupils can achieve highly in all subjects.  Pupils’ standards of writing vary between their compositions in English and in other subjects. As a result, pupils are not consistently applying their skills across a range of writing genres as well as they could. Pupils’ standards of presentation and handwriting are similarly not at the same standard across the wider curriculum. The school should review the curriculum for writing across all subjects to raise standards further.

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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 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). 14 and 21 January 2025

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 11 May 2023, under section 8 of the Education Act 2005

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Information about this school

 The number of pupils in roll has increased by a proportion of one-fifth over the last two academic years. This is mostly due to pupils moving to the school during a key stage.  The school does not use 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. 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 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 the school’s education provision. 14 and 21 January 2025

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 The inspection started on 14 January 2025. It was paused in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. A different inspection team returned on 21 January 2025 to complete the inspection.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with headteacher, curriculum leaders, the special educational needs coordinator, the early years leader and groups of staff and pupils.  Inspectors carried out deep dives in three subjects: reading, mathematics, and art and design. To do this, they met with curriculum leaders, visited lessons, looked at pupils’ work and met with teachers and pupils.  Inspectors discussed the curriculum in some other subjects. They met with subject leaders, reviewed samples of pupils’ work and spoke to pupils about their learning

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across the curriculum.  The lead inspector met with representatives of the governing body, including the chair. He also met with a representative of the local authority.  Inspectors took account of the responses to Ofsted Parent View. They also considered the responses of Ofsted’s staff and pupil surveys.  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.  Inspectors reviewed school documents, including those relating to governance, behaviour and attendance. Inspectors scrutinised leaders’ plans for improvement and their assessment of the school’s effectiveness.  Inspectors spoke informally to pupils at breaktimes, in the dining hall and on the playground. An inspector spoke informally to parents outside the school at the

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Inspection team

David Carter, lead inspector His Majesty's Inspector

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Inspection team

Ben O'Connell Ofsted Inspector 14 and 21 January 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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