Castle View Primary School

Inspection of Castle View Primary School School Road, Matlock, Derbyshire DE4 3DS

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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 Requires improvement

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The headteacher of this school is Amie Wilton. This school is part of QEGSMAT multi- academy 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), Mark Mallender, and overseen by a board of trustees, chaired by Susan Hall. 18 and 19 March 2025

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What is it like to attend this school?

The school has high expectations for all its pupils. Most pupils progress well through the curriculum and achieve well.

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What is it like to attend this school?

Pupils enjoy attending this nurturing and welcoming school. Parents appreciate how staff go 'above and beyond' to meet their children's needs. Pupils feel safe at the school. They are well cared for and know they have many adults in school to talk to if they have any worries.

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What is it like to attend this school?

Pupils behave well in lessons. Children in the early years take part in learning enthusiastically. Pupils in the 'culture club' award others for making the right choices. Pupils are proud to be rewarded for meeting the school's expectations. At breaktimes and lunchtimes, the school organises well-thought-out activities that help pupils to be physically active and develop their social skills. Pupils enjoy participating in these. They get along well together.

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What is it like to attend this school?

The school provides a wide range of opportunities for pupils to develop their interests. For example, pupils enjoy attending football, Spanish club and cross country. The school organises trips and visits that enhance pupils’ learning of the curriculum. Pupils enjoy the yearly residential trip, geography field trips, visits to the library and going to the pantomime.

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

School and trust leaders have worked effectively to ensure that there is a well-considered broad and ambitious curriculum in place for pupils. From early years, the curriculum sets out the knowledge, skills and vocabulary pupils should learn in each subject as they progress through school. Most pupils produce high-quality work. Pupils are now achieving better in a range of subjects than they did previously.

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

Teachers have secure subject knowledge. They explain new learning logically. At times, teachers do not check pupils' understanding well. This means that, sometimes, gaps in learning or misconceptions are not identified or addressed by teachers. As a result, some pupils do not learn as well as they could in some subjects.

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

The school ensures that pupils have regular opportunities to develop fluency in number so they can confidently recall key facts. For example, pupils practise multiplication tables in morning registration sessions. Staff in Reception Year ensure that children complete activities that help them to consolidate their understanding of numbers. In most lessons, teachers use well-planned activities that support pupils to learn the curriculum. However, in some subjects, this is not done consistently well. In some subjects, pupils do not build securely on their prior learning.

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

The school has prioritised reading. Pupils start to learn phonics as soon as they start in Reception Year. Staff are well-trained and deliver phonics sessions well. Pupils read books that match the sounds they have learned and know. Any pupil who falls behind with their 18 and 19 March 2025

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phonics knowledge gets additional help. In key stage 2, a well-planned reading curriculum supports pupils in developing their comprehension and use of vocabulary. Most pupils become confident and fluent readers.

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The school accurately identifies the additional needs of pupils. Staff understand how to meet the needs of pupils with special educational needs and/or disabilities (SEND). They provide these pupils with extra resources and support where needed. This means pupils with SEND access the curriculum and achieve well.

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Most pupils have positive attitudes to learning. The school is calm and orderly. There are positive and respectful relationships between staff and pupils. Children in early years understand and follow clear routines. They concentrate well on activities. Pupils who sometimes struggle to meet the school's expectations get effective support. This helps them to improve their behaviour. The school has worked effectively to improve pupils’ attendance. Staff meet with pupils and their parents or carers to discuss any barriers to regular attendance. It then provides well-thought-out support to these pupils. The attendance of pupils has improved significantly this year.

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The school has considered carefully its provision for pupils' broader development. Pupils learn how to be safe online and in the community. For example, pupils learn how to cross the road safely and about the dangers of drugs. Pupils know how to eat healthily and the importance of being active. They learn about different religions. Children in early years learn about the importance of brushing their teeth and having enough sleep. Pupils are developing their understanding of fundamental British values and equality well. They are well prepared for life in modern Britain.

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The school is well led. Staff are proud to work at the school. They feel supported by leaders. School and trust leaders accurately understand what the school does well and what needs to improve. Those responsible for governance provide effective support. They fulfil their statutory duties well.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the school does not ensure that teachers check pupils' understanding effectively. This can lead to gaps in learning or misconceptions as they are not identified or corrected. Consequently, some pupils do not learn as well as they could in some subjects. The school should ensure that teachers check pupils' understanding carefully enough so that gaps in learning or misconceptions can be addressed.  In some subjects, the school does not ensure that teachers use learning activities that support pupils to progress well through the curriculum. This means in some subjects, 18 and 19 March 2025

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pupils do not build securely on prior learning, and they do not learn as well as they could. The school should ensure that teachers use activities that support pupils to build on what they have previously learned.

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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). 18 and 19 March 2025

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School details

Dates of previous inspection 28 and 29 June 2022, under section 5 of the Education Act 2005

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Information about this school

 The school does not use alternative provision.  The school is part of QEGSMAT multi-academy trust.  The school has a nursery provision that offers places to children from the age of two years.

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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. 18 and 19 March 2025

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 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 inspectors spoke to the headteacher and other school leaders.  The lead inspector met with the chair of the trust and a member of the local governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics and design and technology. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum, visited lessons and looked at samples of pupils’ work in some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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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.  The inspectors considered the responses to Ofsted’s staff and pupil surveys and Ofsted Parent View, including the free-text responses.  The inspectors spoke with pupils and observed pupils’ behaviour during lessons and at social times.

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Inspection team

Paul Halcro, lead inspector His Majesty's Inspector

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Inspection team

Nadeem Shah Ofsted Inspector 18 and 19 March 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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