Schools & FE · Report card

South Wingfield Primary School

Inspected 24 Mar 2026 · published 18 May 2026 · URN 112625

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Summary

No overall grade in this frameworkSafeguarding met

Al Mistrano (lead), Halil Tamgumus Tamgumus

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
24 Mar 2026
Inspectors verified
Al Mistrano, Halil Tamgumus Tamgumus
Postcode verified
DE55 7NJ
Name on report verified
South Wingfield Primary School
Safeguarding verified
Met
URN verified
112625

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsStrong
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+82Very positivemore positive than 72% of reports of this type

In line with other reports of this type.

Praisepositivethriveeffectiveenjoyexcellentsuccessfullyhighly effectivefeel safe

Criticismconcernspersistently absentstrugglesharmlow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1311w+84
Leadership239w+80
Safeguarding51w−11
What needs to improve37w0

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance36
“Staff also value the positive working environment and supportive team ethos that leaders have created.” p.4
Curriculum13
“The curriculum is now well designed and covers the expectations of the national curriculum.” p.3
SEND & inclusion10
“Because staff provide effective support, pupils with special educational needs and/or disabilities and those experiencing disadvantage do well in school.” p.5
Staff development5
“Fundamental to the school's improvement is leaders' well-planned training programme for staff.” p.4
Personal development5
“Leaders and staff are fully committed to supporting all pupils to access the full curriculum, enrichment and extra-curricular provision.” p.3
Parents & families5
“Leaders work well with parents and carers to support pupils who find attendance difficult.” p.2
Progress & outcomes5
“The achievement of children in the early years is excellent.” p.2
Teaching & assessment4
“This enables staff to deliver high-quality teaching and support for pupils.” p.4

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,638; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 3%; “some”, “not always”, “most”…

Where the words go

Findings 46%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 43%

Full report text

South Wingfield Primary School

Address: Church Lane, South Wingfield, Alfreton, Derbyshire, DE55 7NJ Unique reference number (URN): 112625

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Early years Strong standard

Prior to children arriving in Reception, leaders and staff build very effective relationships with parents and carers, and local nurseries. This enables leaders to gain an in-depth understanding of children's character. Leaders use what they learn about the children to plan a curriculum which caters for children's needs and interests precisely. Owing to the school's well-thought-out training programme, staff have the knowledge and skills they need to deliver the curriculum expertly. Leaders closely monitor how well children are learning. When something is not working as well as leaders expect, they make well-considered changes to resources and teaching approaches. As a result, children flourish in the early years and are very well prepared for Year 1.

p.2

Early years Strong standard

Staff carefully develop children's language skills. When talking with children, staff model sophisticated vocabulary and use of language. Staff also provide children frequent opportunities to articulate themselves as they learn new information, words and skills.

p.2

Early years Strong standard

With great success, staff teach children the skills that they need to read fluently. Children who find learning to read difficult are well supported. They keep up with their peers and become confident, fluent readers. Children make a good start to learning the foundations of writing, including handwriting and spelling.

p.2

Achievement Expected standard

Overall, pupils learn the curriculum well. Outcomes in national tests are close to or above national averages, including for disadvantaged pupils and those with special educational needs and/or disabilities.

p.2

Achievement Expected standard

Pupils remember and understand much of what they have learned. Similarly, pupils are well prepared with the skills of reading, writing and mathematics to take positive next steps in education. Leaders' focus on improving pupils' spelling and handwriting is working overall. However, pupils' spelling is not as well developed as it could be. Also, in some subjects beyond reading, writing and mathematics, pupils forget some key knowledge. This is because staff do not review well enough what has previously been taught.

p.2

Achievement Expected standard

The achievement of children in the early years is excellent. In particular, they fully grasp the foundational knowledge they need to thrive in key stage 1.

p.2

Attendance and behaviour Expected standard

Leaders have successfully promoted the importance of school attendance. Over three years, overall attendance has been close to or above national averages, including for disadvantaged pupils and those with special educational needs and/or disabilities. The proportion of pupils who are persistently absent is low. Leaders work well with parents and carers to support pupils who find attendance difficult. The support leaders provide these pupils ensures that pupils overcome whatever difficulties they face and attend school regularly.

p.2

Attendance and behaviour Expected standard

Pupils live up to leaders' expectation that pupils 'are responsible and do the right thing'. They benefit from the calm atmosphere in place due to the clear routines that staff and pupils adhere to. In lessons, pupils typically show interest and focus on learning. The school's caring ethos means that unkind behaviours, including bullying, are rare. When relationships between pupils become strained, staff support pupils to restore positive relationships. In the early years, children share and play well together.

p.3

Attendance and behaviour Expected standard

Leaders and staff have a precise understanding of the needs of pupils who find it difficult regulating their emotions and behaviours. These pupils benefit from effective reasonable adjustments and bespoke support. As a result, these pupils enjoy and make positive contributions at school.

p.3

Curriculum and teaching Expected standard

Leaders have resolved the issues raised at the previous inspection. The curriculum is now well designed and covers the expectations of the national curriculum. Leaders organise curriculum plans so that pupils learn knowledge in a logical order. This helps pupils to build what they know over time. In the early years, the school's expectations of what children will learn and achieve are very high. Leaders have a clear and accurate understanding of the quality of the curriculum.

p.3

Curriculum and teaching Expected standard

Leaders' ongoing training ensures that staff have the subject knowledge and expertise that they need to deliver the curriculum effectively. The curriculum is generally well taught. However, staff do not thoroughly review what has been taught previously. As a result, pupils occasionally forget key knowledge in the long term.

p.3

Curriculum and teaching Expected standard

For disadvantaged pupils and those with SEND, staff typically make useful adaptations so that these pupils can learn unhindered by any barriers. In the early years, staff provide highly effective adaptations that enable these pupils to thrive and become capable, independent learners.

p.3

Curriculum and teaching Expected standard

Starting in the early years, staff successfully teach pupils to read and speak fluently and use sophisticated vocabulary. Staff's work to improve handwriting has been effective. However, there is more work to do to ensure that pupils routinely spell accurately.

p.3

Inclusion Expected standard

Leaders and staff are fully committed to supporting all pupils to access the full curriculum, enrichment and extra-curricular provision. Prior to children's arrival in the early years, leaders work with parents and carers to learn the exact needs of each child. As pupils grow, staff use their training to identify and support pupils with special educational needs and/or disabilities (SEND).

p.3

Inclusion Expected standard

Leaders use research and the expertise of external specialists to design support for disadvantaged pupils and those with SEND. Leaders have put effective measures in place to support children in care.

p.3

Inclusion Expected standard

Leaders routinely check that staff's support is working as intended. Along with considering pupils' achievement, leaders take into account the views of staff, parents and pupils. When necessary, they make alterations to ensure maximum effectiveness.

p.4

Inclusion Expected standard

As a result of leaders' training, staff are developing their abilities to adapt learning activities for pupils with SEND. This is particularly successful for teaching assistants. They are starting to enable pupils to become confident and independent when learning. Staff in Reception provide the exact support children need. In Reception, disadvantaged children and those with SEND gain confidence and independence, and achieve well.

p.4

Leadership and governance Expected standard

Since the previous inspection, the leadership team and governors have made substantial improvements to the school. With an accurate understanding of what needs improving, leaders guide staff to make any necessary improvements. Leaders' measured and thorough approach ensures that school improvements are sustainable in the long term. For example, when introducing a new approach to teaching, leaders ensure that staff fully embed consistent delivery across the school. Fundamental to the school's improvement is leaders' well-planned training programme for staff. Leaders incorporate training the latest research- informed approaches in staff training. This enables staff to deliver high-quality teaching and support for pupils.

p.4

Leadership and governance Expected standard

Members of the governing body have the expertise needed to fulfil their statutory duties. They provide leaders with appropriate support and challenge. They ensure that leaders' decisions are focused on children's best interests, particularly those of disadvantaged pupils and those with special educational needs and/or disabilities. They secure the accurate information that they need about the quality of the school's provision. When necessary, governors hold leaders to account and ensure that improvements are made.

p.4

Leadership and governance Expected standard

Parents, pupils and staff have confidence in leaders. Staff feel valued by leaders. They appreciate the way that leaders are improving the school while also supporting staff to maintain a work–life balance. Staff also value the positive working environment and supportive team ethos that leaders have created.

p.4

Leadership and governance Expected standard

Parents speak highly of the school. Many value the way staff understand and cater for pupils' needs.

p.4

Personal development and wellbeing Expected standard

Leaders and staff successfully teach pupils about their local communities and the wider world. Pupils benefit from the range of experiences to learn about different beliefs and lifestyles. Pupils understand the importance of valuing others' differences. They speak fluently about the struggles and prejudice some groups of the population experience.

p.4

Personal development and wellbeing Expected standard

Starting in the early years, pupils learn how to make make positive contributions to the school community. Children in Reception collaborate very well when learning and playing together. Pupils readily serve others by taking up positions of responsibility at the school. For example, older pupils lead activities at lunch for younger pupils and children in Reception. Staff prepare pupils well to take an active part in modern democracy. Pupils learn about Parliament in the curriculum and get to participate in democratic processes through the school's pupil parliament.

p.4

Personal development and wellbeing Expected standard

Staff teach pupils how to maintain healthy lifestyles. Pupils know and understand the emotional needs that they may have. They know what to do to maintain their emotional wellbeing. Pupils also understand the features of positive relationships and how to identify and address difficult relationships. They learn how to keep themselves safe from harm. They understand the risks they face at home, in the community and when online.

p.5

Personal development and wellbeing Expected standard

Pupils benefit from the school's enrichment programme. They particularly enjoy the educational visits that they take to places of local, national and international interest. Similarly, the school's enrichment provision inspires many pupils to develop their own interests and talents at home. For example, many pupils are supported to continue to play musical instruments out of school as a result of the enrichment that leaders have in place, alongside the music curriculum. Leaders ensure that disadvantaged pupils and those with special educational needs and/or disabilities have access to all enrichment and extra- curricular activities.

p.5