Middleton Community Primary School

Middleton Community Primary School

Address: Main Street, Middleton-by-Wirksworth, Matlock, Derbyshire, DE4 4LQ Unique reference number (URN): 112654

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Strong standard

Children get an excellent start to their education. Leaders build close partnerships with parents and carers. The early years curriculum is carefully planned and structured so children gain key knowledge, skills and understanding in a logical order. Leaders have a sharp focus on developing communication and language. Staff maximise opportunities for purposeful talk. Children benefit from carefully planned and precisely targeted high-quality interactions that extend their vocabulary. Children are articulate and confident speakers.

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Early years Strong standard

Children enjoy warm and happy relationships with staff. Routines are fully embedded and children quickly develop independence. They engage meaningfully in learning.

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Early years Strong standard

Staff teach phonics with precision and children make positive progress with early reading. Children develop their love of reading through frequent engagement with high-quality books. Songs and rhymes are carefully chosen to develop and embed children’s learning. For example, children confidently chant rhymes to remind them of the correct start and end points when writing different numbers.

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Early years Strong standard

Staff make effective use of assessment to ensure that children's emerging needs are swiftly identified. They provide targeted intervention for any child who needs it. Children’s diverse needs are met through a combination of inclusive, highly effective teaching, carefully selected resources and bespoke provision. Children achieve very well and hit the ground running in Year 1.

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Inclusion Strong standard

Inclusion lies at the heart of the school’s work. Leaders have strong strategic oversight of inclusion and highly detailed knowledge of individual pupils and their needs. Leaders are ambitious for vulnerable pupils and are relentless in their drive to ensure that these pupils access all aspects of school life fully. Leaders ensure that staff have the expertise needed to meet vulnerable pupils’ needs. When appropriate, leaders seek advice from external professionals. They use this effectively to put bespoke, targeted support in place. As a result, pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those with other barriers to their learning and/or wellbeing do well at school.

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Inclusion Strong standard

The school adopts a rigorous approach to identify and support pupils with SEND. Staff ensure that appropriate support is quickly put in place. They monitor pupils’ progress thoroughly and skilfully adjust provision to meet pupils' changing needs. Leaders understand the challenges that disadvantaged pupils in the school may face. Pupil premium funding is used effectively to ensure that pupils receive the right help. Consequently, disadvantaged pupils achieve well.

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Inclusion Strong standard

Leaders prioritise building strong, positive relationships with families so they can work together to support pupils. Parents and carers appreciate the support their children receive and the significant positive impact this has.

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Personal development and wellbeing Strong standard

Leaders demonstrate unswerving commitment to providing all pupils with meaningful, aspirational opportunities that they might not otherwise experience. The school’s personal development programme is a notable strength of its provision. It is thoughtfully tailored to the needs of pupils and extends beyond statutory requirements.

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Personal development and wellbeing Strong standard

Pupils experience a coherent, well-sequenced personal, social, health and economic (PSHE) education. They develop self-awareness and personal responsibility through learning about healthy lifestyles and relationships. Pupils enjoy a broad cultural offer that deepens their understanding of life in modern Britain. For example, pupils visit different places of worship when learning about different faiths. Pupils show respect for different beliefs and values. They learn how to stay safe in different situations, including online and near water. Visits from external professionals, such as the police, enhance the taught curriculum. Pupils articulate their detailed knowledge of PSHE learning with understanding and maturity.

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Personal development and wellbeing Strong standard

Pupils’ learning is enhanced by an extensive range of planned visits and experiences. As a result, pupils develop a secure understanding of different aspects of society and culture. Older pupils visit the Supreme Court and Houses of Parliament. Pupils’ engagement with their local community is regular and meaningful. Firefighters and dentists are among visitors to school who develop children's understanding of the different roles people have.

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Personal development and wellbeing Strong standard

Pupils say they are well cared for. They know how to access the school’s range of pastoral support when they need it. Pupils confidently use a range of strategies to manage their feelings and emotions.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils have full access to enrichment opportunities. Leaders have been highly responsive to ensure that disadvantaged pupils access extra-curricular activities.

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Personal development and wellbeing Strong standard

Leaders’ aims to raise pupils’ aspirations and broaden their understanding of life beyond their local context are effectively realised through the school’s personal development programme. As a result, pupils are very well prepared for life in modern Britain.

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Achievement Expected standard

Most pupils progress well through the school’s curriculum and achieve well. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and those who face other barriers to learning. Outcomes at the end of key stage 2 are typically in line with national averages or above. Pupils are well prepared for their next steps in learning.

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Achievement Expected standard

Pupils typically remember key learning. Pupils in Year 2 identify key events that took place during the Great Fire of London and explain why these happened. Older pupils discuss their learning about Ancient Greece, making comparisons with prior learning about the Romans. Pupils confidently use subject-specific vocabulary to share their knowledge and articulate their understanding. Work in pupils’ books shows they have generally secured basic skills in writing. However, there is some variability across classes. Leaders are aware of this and have renewed their focus on securing accuracy and consistency in this area.

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Curriculum and teaching Expected standard

Leaders have developed the curriculum since the last inspection. It is ambitious and identifies the key knowledge pupils need to know. Curriculum content is logically sequenced so that learning builds meaningfully. Staff revisit prior learning and key vocabulary with pupils to help ensure that important knowledge is retained.

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Curriculum and teaching Expected standard

The curriculum is typically taught well. Teachers have secure subject knowledge. They explain key knowledge and concepts well. They carefully adapt teaching to ensure that pupils with special educational needs and/or disabilities and those who face other barriers to learning access the curriculum. Where learning is most effective, teachers consistently check pupils’ understanding and identify and address any misconceptions. They ensure that opportunities to deepen learning are maximised. Leaders recognise that this approach is not consistent across all subjects and classes. In some cases, inconsistencies in pupils' writing are not identified and addressed as quickly as they could be. Pupils currently at the school receive a more consistent approach to developing their knowledge of times tables than in the past.

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Curriculum and teaching Expected standard

Leaders prioritise pupils becoming fluent and confident readers. Skilled staff support pupils well in building up their knowledge of phonics. Pupils who need extra support with this receive timely intervention, which helps them keep up with their peers.

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Leadership and governance Expected standard

Leaders are rightly proud of their school community where everyone is valued and respected, and staff are committed to doing their best for every pupil.

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Leadership and governance Expected standard

Leaders have high expectations of all pupils and make decisions in pupils’ best interests. As a result, pupils typically make positive progress from their starting points.

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Leadership and governance Expected standard

Leaders act with integrity in everything they do. They are reflective and demonstrate continued commitment to improvement, knowing that this will benefit pupils. Leaders have an accurate understanding of the school’s strengths and have identified the right areas for improvement. For example, while more remains to be done, leaders are taking appropriate actions to strengthen pupils’ attendance.

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Leadership and governance Expected standard

Staff are well supported to fulfil their roles effectively. They benefit from high-quality professional learning that develops their knowledge and expertise. Staff say that leaders are mindful of their workload. They value the meaningful wellbeing strategies put in place to support them, for example, access to health and wellbeing support. Staff appreciate that leaders, including governors, are approachable and supportive. They recognise how all this helps them to give their best for pupils every day.

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Leadership and governance Expected standard

Governors understand their roles and responsibilities. They are committed to fulfilling these effectively. Governors understand the strategic direction of the school and offer appropriate

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Needs attention

Parents and carers are overwhelmingly positive about the school and the education, opportunities and support provided for pupils. They describe Middleton Community Primary School as a small school with big ambitions for their children.

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Attendance and behaviour Needs attention

Overall, attendance remains below the national average, and improving this area is a priority for the school. Leaders have recently reviewed and adapted strategies to work with families and improve attendance. While attendance has improved for some pupils, it is too soon to determine the full impact of this work. Leaders understand the need to be more precise in their analysis of attendance information. This is so they can identify emerging issues, intervene early and provide appropriate, targeted support for pupils.

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Attendance and behaviour Needs attention

Leaders have established a shared culture of high expectations of how pupils should behave. These help to establish calm classrooms where pupils can focus. Pupils make positive behaviour choices with increasing independence. They learn to manage their emotions well. Those who need extra help are supported well to understand their emotions and to make positive behaviour choices. Pupils’ attitudes to learning are overwhelmingly positive, and they have no concerns about bullying or discrimination. Staff are alert to any emerging issues, which are addressed appropriately and effectively. Pupils are respectful to adults and each other.

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What it's like to be a pupil at this school

Middleton Community Primary School is a highly inclusive school where pupils of all ages feel safe and enjoy learning. Pupils say that they learn about many different, exciting things. They say that teachers find a way to make everything interesting, so they always learn.

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What it's like to be a pupil at this school

Pupils typically achieve well. Pupils with special educational needs and/or disabilities, disadvantaged pupils and those who face other barriers are skilfully supported to access learning. They achieve well from their starting points.

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What it's like to be a pupil at this school

Pupils’ behaviour is generally excellent. Pupils follow the school’s high expectations of behaviour. Most pupils consistently make positive behaviour choices. Older pupils are great role models for younger children. Staff provide appropriate and sensitive support for pupils who need additional help in managing their emotions. Pupils are supported well at school. They benefit from warm and positive relationships with staff and each other. Pupils say that bullying does not happen often, but if it does, leaders deal with it straight away. Pupils know who to talk to if they have any concerns. Pupils benefit from extensive personal development opportunities. The school prepares pupils extremely well for life beyond the school. For example, a carefully planned careers programme provides pupils with valuable insights into future career pathways and raises their aspirations. Pupils respect and celebrate difference. They know it is wrong to

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What it's like to be a pupil at this school

discriminate against others. They discuss this maturely, with age-appropriate understanding and depth. Pupils value the wide range of enrichment activities, trips and residentials open to them. The school ensures that all pupils have equal access to these.

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What it's like to be a pupil at this school

Most pupils attend school well. However, not all pupils attend as well as they could. This means they do not consistently access the full curriculum and wide range of enrichment opportunities available to them.

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Next steps

Leaders should analyse attendance information precisely to alert them to emerging issues. They should intervene early and provide appropriate targeted support for pupils so they attend school well. Leaders should ensure that all staff identify misconceptions in pupils’ spelling, punctuation, grammar and handwriting. This is so all pupils secure basic skills in writing and consistently produce high-quality written work across the curriculum.

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About this inspection

The chair of the board of governors in this school is Mr John Reeve.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other school leaders and a range of teaching and non-teaching staff. They spoke with parents, carers and a wide range of pupils throughout the school during the inspection. Inspectors also gathered parents’ views through considering responses to Ofsted Parent View.

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About this inspection

The lead inspector also spoke with a selection of governors, including the chair and vice chair of governors, and a representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently make use of any alternative provision.

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About this inspection

Since the last inspection, the school has undergone a staffing restructure. The senior leadership team now comprises the headteacher, assistant headteacher and special educational needs coordinator.

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Lead inspector:

Damienne Clarke, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 64% 61% Close to average

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average

2022/23 (final) 60% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 73% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 78% 72% Close to average

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average

2023/24 (final) 71% 72% Close to average

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average

2022/23 (final) 73% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 79% 73% Close to average

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average

2022/23 (final) 80% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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national average

2022/23 (final) 50% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 6.0% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 11.6% 13.3% Close to average

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national average

2023/24 (3 term) 12.0% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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