St George's CofE Primary School

Inspection of a school judged Good for overall effectiveness before September 2024: St George's CofE Primary School Church Street, Church Gresley, Swadlincote, Derbyshire DE11 9NP

p.1

Outcome

St George's CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Kim Millar. This school is part of the Embark 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), Matthew Crawford, and overseen by a board of trustees, chaired by David King.

p.1

What is it like to attend this school?

This is a welcoming school where pupils are happy and safe. Pupils learn an ambitious curriculum and typically achieve well.

p.1

What is it like to attend this school?

The school’s positive ethos and clear behaviour expectations encourage pupils to respect one another. Pupils understand the importance of good friendships and what makes a positive relationship. Established routines are orderly at social times of the day. Pupils play amicably and chat together happily over lunch. If poor behaviour choices happen, pupils are confident that staff will intervene appropriately. Pupils understand that discrimination is not tolerated.

p.1

What is it like to attend this school?

The school’s relevant personal development programme and its caring pastoral support nurtures pupils' well-being positively. Pupils’ mental health is prioritised, alongside their academic success. Parents and carers appreciate this support for their children.

p.1

What is it like to attend this school?

Pupils build their independence and live out the school values, such as, ‘service’ to others. They undertake responsibilities and roles to help each other and the school. For instance, ‘mini leaders’ develop their confidence in speaking to a group by teaching Year 1 pupils physical education activities. The eco-ambassadors encourage recycling and promote environmental projects in the locality. Pupils are keen to be classroom monitors and to be responsible for collective worship routines. 13 and 14 May 2025

p.1

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

The curriculum is sequenced well to build pupils’ understanding of important knowledge over time. Its breadth and content align with the aims of the national curriculum. For instance, pupils remember relevant knowledge in science about how shadows are formed and how to construct and draw electrical circuits. In history, pupils make meaningful connections within themes, such as the legacy of the Greek and Roman empires. The curriculum promotes a range of subject-specific vocabulary which begins well in the early years and develops in complexity over time.

p.2

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

Teachers use their secure subject knowledge to introduce new content and vocabulary to pupils in manageable steps. This is particularly effective in mathematics. For instance, teachers use visual aids well, such as counters to model calculations with fractions. In the early years, well-chosen strategies such as dropping cubes into a tin bucket, help children develop attentive listening and accurate counting. Teachers skilfully revisit and review pupils’ prior learning across all subjects routinely. Techniques, such as brief daily reviews, help pupils recap essential information. Teachers check pupils’ understanding through appropriate questions and activities. However, these checks sometimes fail to promptly address pupils’ misconceptions. Occasionally, learning moves on before pupils, including children in the early years, have secured the knowledge needed for the next stage. Sometimes pupils secure the required learning but need further stretch.

p.2

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

The school has a well-established and coherent programme for teaching reading. Knowledgeable staff teach reading effectively so that pupils develop appropriate reading fluency and understanding. During the early stages of reading, proficient phonics routines support pupils and children in the early years, to grasp initial sounds and read unknown words confidently. Where pupils require additional support, the school identifies their needs swiftly. For instance, regular practise and well-targeted support ensure they catch up quickly.

p.2

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

Pupils with special educational needs and/or disabilities (SEND) achieve well. The school’s effective approach to identifying their needs ensures that they receive appropriate support and guidance to be successful.

p.2

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

Learning time is purposeful and studious. Staff apply the school’s appropriate expectations for behaviour consistently. If additional concentration on learning is required, pupils respond favourably to the school’s gentle reminders.

p.2

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

Staff in the early years foster a positive learning climate that nurtures children’s kindness and supports their development across all areas of learning. Children are sociable and play collaboratively with each other. Children in the early years are suitably prepared for Year 1.

p.2

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

The school supports pupils appropriately to understand the features of modern Britain. For instance, pupils understand democracy and link this knowledge to activities in school such as voting for the school council. Pupils are respectful of different beliefs through 13 and 14 May 2025

p.2

3

their study of world religions. The school invites relevant visitors in, to enhance pupils’ studies. For instance, pupils value hearing the local police discuss safety awareness in the community. Pupils understand how to stay safe online.

p.3

3

The school has sustained improvements, particularly in the quality of education for reading and mathematics. Staff value the effective professional development that the school provides to enhance their knowledge and skills. They appreciate the consideration for their workload and well-being.

p.3

3

Governors and trustees have an accurate understanding of certain aspects of the school’s development. For instance, their evaluation of the quality of education has provided appropriate challenge to leaders. However, oversight and checks on other areas, such as pastoral care, are less well established and are not as rigorous as they could be.

p.3

3

The school offers helpful workshops to parents to support their understanding of the curriculum. Of those parents who responded to the survey, most would recommend the school to others.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Checks of pupils’ understanding are not completed or acted on with enough rigour. This means that some misconceptions are not addressed in a timely manner. Furthermore, on occasion, the learning that some pupils complete does not build new understanding and knowledge. The school should ensure that effective methods are used to check pupils’ understanding so that misconceptions are not perpetuated, and the most appropriate next steps are identified accurately for pupils to achieve higher standards.  The school does not pinpoint certain areas requiring solutions as swiftly as it could. This means that some key areas for improvement, particularly in pastoral care, are not consistently followed up or prioritised in a timely manner following routine checks and audits. The school should establish and implement more robust systems and processes to review and assess the impact of its actions in all areas of its work.

p.3

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. 13 and 14 May 2025

p.3

4

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.

p.4

4

This is the first ungraded inspection since we judged the predecessor school, St George's CofE Controlled Primary School, to be good for overall effectiveness in July 2019.

p.4

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 13 and 14 May 2025

p.4

School details

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

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 The school is part of the Embark Multi-Academy Trust.  St. George’s Church of England Primary School converted to become an academy in April 2022. When its predecessor school, St. George’s Church of England (Controlled) Primary School, was last inspected by Ofsted in July 2019, it was judged to be good for overall effectiveness.  The school does not use any alternative provision.  The school is a Church of England school with a Christian ethos. Its most recent section 48 inspection, for schools with a religious character, took place in November 2017. The school’s next section 48 inspection is due to take place within the next year.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision. 13 and 14 May 2025

p.5

6

 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 her evaluation of the school.  The inspector met with senior leaders, subject leaders and representatives from the local governing body. She spoke with representatives from the board of trustees and a representative from the trust’s executive team.  The inspector visited a sample of lessons, spoke with some pupils about their learning and looked at samples of pupils’ work.  The inspector discussed pupils’ attendance and behaviour with school leaders.  The inspector considered the views of parents who responded to the online survey, Ofsted Parent View. She also considered the online staff and pupil surveys.  The inspector held discussions with staff and with pupils.  The inspector considered a wide range of evidence, including some documents

p.6

6

published on the school’s website.  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 the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

Inspection team

Donna Moulds, lead inspector Ofsted Inspector 13 and 14 May 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7