Crich Carr CofE Primary School

Inspection of Crich Carr CofE Primary School Main Road, Whatstandwell, Matlock, Derbyshire DE4 5EF

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The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 18 and 19 March 2025

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What is it like to attend this school?

Pupils are happy and enjoy attending this school. They say they feel safe. Pupils talk with enthusiasm about school life. They are highly motivated to learn.

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What is it like to attend this school?

Pupils’ behaviour and attitudes are excellent. From the early years to Year 6, pupils’ behaviour in class, around the school and at breaktimes is exceptional. Pupils’ relationships with each other and staff are strong and caring. They treat one another with the highest levels of respect and courtesy.

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What is it like to attend this school?

Staff have high expectations of pupils’ achievement. As a result, pupils concentrate on their learning and improve their knowledge and skills. Pupils value the rewards they earn for doing their best. They enjoy making a positive contribution to the school as sports leaders and members of the school council. The school provides many opportunities for pupils to develop their talents and interests in music and sport. Pupils’ learning is enriched by a range of visits that include theatre trips. Residential events develop pupils’ character and their teamwork.

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What is it like to attend this school?

Parents and carers overwhelmingly value the work that the school does. A typical comment, which reflects the school ethos, was, ‘My son learns so much and loves telling us about what they have been doing during the day. The teachers are engaging and make learning fun.’

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

The school is passionate about giving every pupil the best possible education. Staff have received a significant amount of training to meet the needs of pupils with special educational needs and/or disabilities (SEND) more effectively since the last inspection. The school has strengthened the provision for pupils with SEND. It identifies these pupils quickly and works with external agencies to ensure they get the right support. Staff adapt their teaching as required to meet these pupils’ needs. For example, reading tasks are constructed appropriately so that pupils with dyslexia can access learning successfully. Staff also support pupils when they become anxious or have difficulty managing their emotions. As a result, pupils with SEND make good progress through the curriculum.

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

The school has designed a curriculum that is ambitious and relevant to the pupils and community that it serves. The curriculum sets out the important knowledge that pupils need to learn, and the order in which they should learn it. Pupils produce work of a high standard and achieve well. Staff have secure subject knowledge, and this helps them to deliver the curriculum effectively. Learning activities enable pupils to deepen their knowledge and understanding. Staff provide pupils with regular opportunities to revisit what they have learned. This helps pupils to retain important knowledge and make connections between previous and current learning. Staff regularly check what pupils know. In reading and mathematics, for example, staff identify pupils who have gaps in their learning. These pupils receive high-quality extra support that helps them to improve. 18 and 19 March 2025

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A sharp focus on reading begins straight away in the Reception Year. Staff teach the school’s phonics programme consistently well. They make sure that books match the letters and sounds that pupils know. Staff share high-quality books with pupils regularly. In key stages 1 and 2, pupils practise their reading, developing confidence and fluency as readers.

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Children in the early years play and learn through well-planned activities. Staff prioritise children’s personal, social and emotional development. Children learn to be curious, resilient and sociable by pretending to dig for pirate treasure, constructing boats with planks and tyres and by giving each other directions to navigate a path through equipment. Staff engage meaningfully and purposefully with children to extend their learning further. This prepares them well for learning in Year 1.

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Pupils attend regularly. The work the school does with families is improving the attendance of some pupils. Pupils’ positive conduct in and around school is exemplary. Staff model good behaviour to pupils at all times. As a result, pupils learn to be responsible, resilient and to be able to reflect on the consequences of their actions. Older pupils support younger pupils in lessons and at social times.

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The curriculum provides rich opportunities for pupils to experience the world beyond Crich. Pupils learn about healthy relationships. They learn how to keep themselves healthy and safe. Regular debate enables pupils to be tolerant and respectful of difference and of others. However, as the curriculum has not been fully implemented, pupils’ knowledge and understanding of some major faiths are not yet secure. Pupils speak confidently about British values. Charity work in the local community provides opportunities for pupils to become responsible and thoughtful citizens.

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Leaders are tenacious in their approach to ensure rapid improvement. The school focuses on the right priorities, for example the teaching of phonics and reading. Parents speak positively about the recent changes to the school. Governors have a secure understanding of the school and hold leaders to account effectively. Staff say leaders consider their workload and well-being. This enables staff to focus on teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some pupils do not have a firm understanding of a range of different faiths and cultures. As a result, they are not fully prepared for life in modern Britain. The school needs to ensure that the planned experiences in the curriculum allow all pupils to gain a firm understanding of a range of different faiths and cultures. 18 and 19 March 2025

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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

Appropriate authority The governing body

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School details

Date of previous inspection 21 March 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is within the Diocese of Derby. The school’s last section 48 inspection was in March 2018. Section 48 inspections were suspended due to the COVID-19 pandemic. They restarted in September 2021. The next inspection will be within eight years of the last section 48 inspection.  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 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. 18 and 19 March 2025

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 This was the second routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The lead inspector met with the chair of the governing body and governors.  Inspectors held meetings with leaders responsible for behaviour, attendance, personal development and SEND.  Inspectors carried out deep dives in these subjects: reading, mathematics and geography.  Inspectors visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  An inspector listened to pupils read 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

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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 online survey, including the free-text comments.  The lead inspector spoke with the local authority school improvement adviser.

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Inspection team

Stephen Long, lead inspector Ofsted Inspector

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Inspection team

George Huthart 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 looked-after children, safeguarding and child protection.

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