Darley Dale Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Darley Dale Primary School Greenaway Lane, Hackney, Matlock, Derbyshire, DE4 2QB

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Inspection dates: 28 and 29 January 2025

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Outcome

Darley Dale Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Darley Dale Primary School is a caring and inclusive school where everyone is welcomed. Pupils thrive in a supportive and aspirational environment. The school has high ambitions for pupils’ achievements, including pupils with special educational needs and/or disabilities (SEND). Pupils are enthusiastic about their learning and achieve well.

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What is it like to attend this school?

Pupils feel safe at school. They know and value the school’s principles of ‘I RESPECT’. Staff have high expectations of pupils’ behaviour. As a result, classrooms are calm places where pupils can learn. Pupils listen carefully to what their teachers say and follow instructions quickly. Bullying happens very rarely. When it does happen, it is taken seriously and dealt with effectively.

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What is it like to attend this school?

Pupils have access to extensive educational opportunities beyond the classroom. Residential trips are a particular highlight. Pupils speak excitedly about the range of visits, clubs and activities they participate in. A wide range of leadership roles, including as champions of safeguarding, charities and sports, enable pupils to make a tangible difference to the school community. These opportunities support the development of pupils’ confidence, resilience and self-esteem well.

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What is it like to attend this school?

Parents are very positive about the school. One parent, reflecting the views of many, said, ‘A truly wonderful school. My child has thrived personally and academically at Darley Dale.’

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

The school has reviewed and crafted an ambitious curriculum suitable for all pupils. Consideration has been given to the knowledge that pupils need to learn at each stage. Leaders understand the importance of ensuring that new knowledge builds on pupils’ 28 and 29 January 2025

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prior learning. This starts well in Reception. The early years curriculum builds knowledge, understanding and vocabulary progressively. Children in the early years are excited by their learning. Staff plan activities that develop children’s curiosity and independence effectively. There is a clear focus on communication and language. Staff model new words in their interactions with children well. Children are well prepared for later learning in Year 1.

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Leaders recognise the importance of early reading in underpinning pupils’ success. Well- trained staff teach the chosen phonics scheme effectively. They identify pupils who are falling behind and provide appropriate support to help them to catch up swiftly. Over time, pupils become confident and fluent readers and enthusiastically discuss the high- quality texts they read.

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Pupils who are at the early stages of reading read books that are matched closely to the sounds and letters they know. This enables them to practise their reading independently. Staff encourage all pupils to read widely. The school has carefully considered how to ensure that pupils explore a wealth of increasingly challenging texts. This helps foster a love for reading.

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The school’s approach to teaching writing is in the process of being fully developed. The school is refining the order in which pupils build the skills necessary to write for a variety of different purposes and audiences. The quality of pupils’ written work is not as strong in some subjects as it could be.

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Teachers have secure subject knowledge. They explain and model new ideas well. For example, in mathematics, they show pupils how to approach problems before they try for themselves. Teachers use questioning effectively during lessons to check pupils’ understanding. They spot pupils’ misconceptions quickly and correct them.

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Teachers adapt activities and resources well so that pupils, including pupils with SEND, learn the same ambitious curriculum. Teachers provide regular opportunities for pupils to recap the most important knowledge and skills they have learned. This helps pupils deepen their knowledge and commit it to long-term memory.

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The school has very high expectations of pupils’ attendance. It analyses attendance information and works with pupils and families to support pupils to attend. If attendance dips, the school acts swiftly. As a result, attendance is improving, particularly for those who are absent too often.

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Pupils receive many opportunities and experiences to learn about the wider world. They learn that everyone has the right to be treated with respect. They embrace difference and know that it is fair for people to have beliefs, values and opinions that are different to their own. Pupils learn how to keep mentally and physically healthy.

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Governors have an accurate understanding of the school. They have effective processes in place to check that the school is taking appropriate actions to raise standards. Staff training and professional development are thorough. Staff are proud to work at the 28 and 29 January 2025

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school. They appreciate how leaders engage with them to manage workload and support them with their well-being. The school engages with parents and the community thoughtfully and positively.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s approach to teaching writing is not yet fully developed. The quality of pupils’ written work to communicate effectively to a range of audiences and for a variety of purposes is not as strong as it could be. The school should ensure that staff provide opportunities for pupils to use their writing skills across the curriculum so that they consistently achieve high standards.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.

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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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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). 28 and 29 January 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body Christian Orridge

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School details

Website www.darleydale.derbyshire.sch.uk

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School details

Dates of previous inspection 26 and 27 November 2019, under section 5 of the Education Act 2005

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Information about this school

 The school has undergone significant changes in leadership since the last inspection. A new headteacher and a new deputy headteacher have been appointed since the previous inspection.  The school runs its own before- and after-school clubs.  The school does not make use of any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school. 28 and 29 January 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. She also looked at other aspects of the school’s curriculum.  The inspector held separate meetings with the representatives of the school’s governing body and the local authority’s school improvement adviser.  The inspector spoke to the headteacher, members of the senior leadership team, subject leaders and the leaders responsible for safeguarding.  The inspector spoke with groups of pupils about their experiences at school. She considered the views of pupils shared through Ofsted’s online survey for pupils.  The inspector spoke with staff about their workload and well-being. She considered the views of staff shared through Ofsted’s online survey for staff.  The inspector gathered evidence to explore the impact of pupils’ behaviour and the school’s wider curriculum offer.

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 The inspector considered the responses to Ofsted Parent View, including the free-text responses.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; sampled recruitment files; 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

Liz Moore, lead inspector Ofsted Inspector 28 and 29 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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