St Andrew's CofE Methodist (Aided) Primary School

Inspection of a school judged good for overall effectiveness before September 2024: St Andrew’s CofE Methodist (Aided) Primary School Pentland Road, Dronfield Woodhouse, Dronfield, Derbyshire S18 8ZQ

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Outcome

St Andrew’s CofE Methodist (Aided) 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?

This welcoming school sits at the heart of the community. Pupils are polite and considerate. They learn to be friendly and responsible through the school’s values of ‘kindness, perseverance and trust’. Pupils demonstrate these qualities through their positive attitudes and their relationships with other pupils and staff. As a result, pupils feel happy, safe and valued.

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What is it like to attend this school?

The school has high expectations for all pupils’ achievement. Pupils benefit from learning the school’s well-constructed curriculum. Pupils, including those with special educational needs and/or disabilities (SEND), flourish and achieve well.

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What is it like to attend this school?

Pupils enjoy learning about different cultures. They have a deep understanding of fairness and equality. They value differences between people and the opportunity to learn from them. Pupils benefit from extra opportunities to develop their confidence and character through charitable work, such as with a partner school in India.

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What is it like to attend this school?

Pupils’ behaviour is positive and respectful. Beginning in the early years, children are kind. They engage fully in their learning and are keen to do their best. Pupils enjoy taking on leadership responsibilities, for example as school councillors and champions of online safety. They love to represent their school, for example through competitive sports events. School trips and educational visits further enrich pupils’ experiences. 18 and 19 March 2025

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

The school has crafted an ambitious, well-structured curriculum. Pupils construct their knowledge effectively over time. For example, in science, pupils use their knowledge of what sound is and how it travels to make a detectable sound on a string phone. As a result, pupils enjoy their learning and achieve well.

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

The school identifies the needs of pupils with SEND quickly. Close work with external organisations helps staff to adapt learning appropriately. As a result, pupils with SEND learn the same curriculum as their peers and achieve well.

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

The early years curriculum builds children’s knowledge, understanding and vocabulary in a logical, well-considered order. Children are excited by their learning. Staff plan activities that develop children’s curiosity and independence effectively. In the outdoor area, pupils respond well to opportunities for construction and other purposeful, creative play. Carefully considered activities support children’s learning effectively. Staff and children quickly form very positive relationships. There is a clear and successful focus on developing children’s communication and language skills. Staff model new words accurately in their interactions with children. Children are well prepared when they move to key stage 1.

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

The school prioritises the teaching of reading to ensure that pupils become fluent readers. From the start of Reception onwards, staff deliver the phonics programme consistently well. Pupils recall and rehearse sounds they have learned previously. They apply their knowledge of phonics to their writing and spelling. Staff use a diligent approach to checking pupils’ understanding of phonics. This informs teachers about each pupil’s reading fluency and accuracy. Books are matched carefully to the sounds that pupils know. Pupils who need help with reading are identified quickly by staff. The support that these pupils receive is well matched to what they find difficult and need to practise.

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

Pupils enjoy learning how to solve increasingly complex problems, such as in mathematics. Most tackle learning activities with enthusiasm and can explain the methods that they use to find answers. Typically, teachers check pupils’ learning effectively. This means any misconceptions are quickly addressed. However, there are instances when teachers do not identify those pupils whose knowledge is not secure and who are, therefore, unable to complete tasks successfully. This means that some pupils do not learn some of the curriculum as well as they could.

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

Clear expectations of behaviour mean that the school is calm and orderly. Pupils attend school often because they value their learning. Pupils say that bullying does not happen in school because staff intervene quickly to resolve any unkindness. Pupils learn about the importance of online safety and how to report online bullying. Assemblies and workshops reiterate the importance of respectful behaviour.

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

The school values highly pupils’ wider development. There is a carefully considered programme for personal, social, health and economic education. Pupils are taught about respect and kindness. They demonstrate these traits very well. Pupils have numerous 18 and 19 March 2025

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opportunities to contribute to school life, for example as house captains and eco- councillors. Clubs and activities such as science, technology, engineering and mathematics (STEM), art, library and the choir develop pupils’ talents and interests.

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Governors understand and fulfil their statutory duties very well. They provide effective support and challenge to the school. Staff appreciate the way in which the school considers their workload. Staff feel valued and supported in their roles.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, checks of pupils’ learning are not effective enough. When this happens, subsequent teaching is not adapted as well as it could be to meet pupils’ needs. When this happens, pupils do not achieve as well as they could. The school should ensure that staff check pupils’ knowledge closely in each subject and then use this information to refine how they support and extend pupils’ knowledge.

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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 second ungraded inspection since we judged the school to be good for overall effectiveness in May 2016. 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

Website www.st-andrewscofe.derbyshire.sch.uk

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School details

Dates of previous inspection 15 and 16 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The headteacher was absent from school for part of the inspection.  A deputy headteacher and a new chair of governors have been appointed since the previous inspection.  The school does not use any alternative providers.

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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.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspector also looked at other aspects of the school’s curriculum. 18 and 19 March 2025

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 The inspector held separate meetings with representatives of the school’s governing body, the local authority’s school improvement adviser and the diocesan director of education.  The inspector spoke to the headteacher, the executive headteacher, members of the senior leadership team, subject leaders and 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. She considered the views of staff shared through Ofsted’s online survey for staff.  The inspector considered the views of parents and carers shared through Ofsted’s online survey, Ofsted Parent View.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

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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 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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