St Giles CofE Primary School

St Giles CofE Primary School

Address: Sheepcote Road, Killamarsh, Derbyshire, South Yorkshire, S21 1DU Unique reference number (URN): 144383

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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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Achievement Expected standard

Increasingly, pupils achieve well. The school has taken effective action to raise pupils’ attainment in phonics, writing and multiplication in mathematics, which in the past has been below national expectations. Pupils, including disadvantaged pupils, now develop secure knowledge in these areas. They share this knowledge confidently in lessons and in the work that they produce.

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Achievement Expected standard

Progress through the curriculum is clear to see when looking at examples of pupils' work or talking with them about what they have learned. Pupils develop a secure understanding of the topics and themes they encounter, although their understanding is deeper in some subjects than in others.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities progress well from their starting points. The school supports pupils who are disadvantaged effectively. Pupils are typically prepared well for the next stages of their education.

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Attendance and behaviour Expected standard

Pupils attend school well. Attendance has improved recently and is close to the national average, including for pupils with special educational needs and/or disabilities (SEND). Leaders track attendance closely. They act quickly to provide practical support for families and pupils with barriers to attending well. Leaders have reduced persistent absence, particularly for pupils with SEND and those from disadvantaged backgrounds.

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Attendance and behaviour Expected standard

Behaviour across the school is typically positive. The atmosphere in classrooms and around the site is generally calm, purposeful and respectful, and this tone is evident from the moment pupils arrive in the morning.

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Attendance and behaviour Expected standard

Pupils have positive attitudes to their learning and generally follow routines with maturity. They understand what bullying is and say staff deal with any rare issues effectively. Any form of discrimination is not tolerated. Leaders adapt behaviour strategies, when needed, providing additional support for pupils with SEND or those who struggle to regulate themselves. As a result, pupils feel cared for and well supported. Behaviour records show that leaders monitor trends carefully. They secure timely support for pupils who need extra help. These actions contribute to positive relationships, a settled environment and pupils’ secure sense of belonging.

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Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum. They have taken into account pupils’ starting points. At times, this is not consistently evident in the mixed-age classes. There has been a clear focus from leaders to address and develop pupils’ most important knowledge and skills. This is seen consistently across the early years and key stage 1. The impact of this is seen in pupils' writing and reading skills. In key stage 2, the teaching of pupils’ writing and arithmetic is having a positive impact on pupils' outcomes. In the main, teachers demonstrate secure subject knowledge and know their pupils well. Teachers make suitable adaptations to ensure that pupils with special educational needs and/or disabilities (SEND) and pupils facing other barriers to learning can access their learning well. However, some pupils do not consistently benefit from highly ambitious learning activities, which hinders their opportunities to achieve even better outcomes.

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Curriculum and teaching Expected standard

Assessment in English and mathematics is used effectively to check pupils' understanding and identify gaps to close. Leaders know that assessment in the wider curriculum subjects is less well developed and are strengthening this so they can be confident that all pupils, including disadvantaged pupils and pupils with SEND, build secure knowledge over time.

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Early years Expected standard

Children get off to a positive start in the early years. Staff ensure that there is an effective focus on children’s vocabulary and speaking skills. Staff promote reading and the love of books well. High-quality interaction supports the development of children’s communication skills. Staff actively introduce new words and help children practise them. The indoor area supports children’s development of vocabulary well. Leaders have prioritised developing the outdoor area to the same standard. Most children secure the language, vocabulary and number skills they need and are well prepared for the transition to Year 1.

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Early years Expected standard

Leaders have a clear and ambitious vision for the early years, rooted in a clear understanding of the school’s context and children’s starting points. The curriculum is progressive and well sequenced ensuring that children build on their knowledge securely towards age-related expectations by the end of the year.

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Early years Expected standard

All children are supported and cared for well. This includes children with special educational needs and/or disabilities and those who face other barriers to learning. They are independent, confident and happy learners. Children are immersed in ‘real life’ learning to develop their curiosity and knowledge of the world around them. They take delight in looking after the newly-hatched ducklings, Steve and Unicorn, among others, named by the children through a democratic vote.

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Inclusion Expected standard

Inclusion is at the heart of all leaders do. They value every pupil as a unique individual and know pupils and their families well. Leaders are tenacious in ensuring that pupils get the support that they need. They swiftly identify any barriers to pupils’ wellbeing or learning and carefully monitor their progress.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities receive timely and helpful support. Teachers typically make suitable adaptations to help pupils access their learning. Pupils in ‘The Orchard’ provision benefit from clear routines and care from skilled staff.

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Inclusion Expected standard

Leaders tailor learning and support for disadvantaged pupils well. This includes pupils who are known or have been known to children’s social care. They ensure that any challenges pupils face are thoroughly considered so that additional funding is used appropriately. Disadvantaged pupils achieve in line with their peers. The school uses alternative provision appropriately and only when it is in the best interests of the pupils. The pastoral support for pupils is a strength of the school. Pupils benefit from thoughtful intervention and nurture when needed.

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Leadership and governance Expected standard

Leaders have made the school a welcoming and safe place where everyone works together to help pupils learn. They understand the school’s context and the ever-changing needs of the pupils. Every decision made is in the best interests of all pupils.

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Leadership and governance Expected standard

The school’s Christian values and clear expectations promote a shared commitment to pupils’ wellbeing and learning. Leaders know what the school does well and what still needs improving. They have a clear rationale for improvement priorities. Leaders’ work on these priorities is having a positive impact on pupils’ outcomes.

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Leadership and governance Expected standard

Staff and governors are proud to work at the school. They are happy, and staff feel that their workload and wellbeing is well considered. They recognise the challenges that many of the pupils face and are tenacious in being aspirational for all pupils.

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Leadership and governance Expected standard

Leaders have designed a professional learning programme that is closely linked to their monitoring. They tailor support appropriately and ensure staff develop the expertise they need to fulfil their role well.

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Leadership and governance Expected standard

Leaders' engagement with parents and carers has built trust and confidence among the school community. Parents have a positive view of the school. Governors and trustees are committed to helping all pupils succeed. They bring a wide range of expertise to their role and fulfil their responsibilities effectively. Governors ask leaders thoughtful, challenging questions to make sure the school continues to improve.

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Leadership and governance Expected standard

All leaders are aligned around a shared vision, committed to sustained improvement in pupils’ learning and outcomes. There is unity in the drive to make St Giles the best it can be.

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Personal development and wellbeing Expected standard

The personal, social, health and economic (PSHE) education curriculum is clearly designed and structured to help pupils understand important knowledge they need for later life. Pupils secure an appropriate understanding of many of the topics they learn during PSHE lessons. For example, pupils know what constitutes a healthy relationship. They also understand how to keep themselves safe, including when online. While pupils learn about a range of faiths and cultures, their understanding of faiths beyond Christianity is limited.

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Personal development and wellbeing Expected standard

The school instils in pupils the important values they need to show. Leaders foster a sense of respect and kindness through the personal development programme. The school’s values are an integral part of daily school life. Pupils model these and are ‘caring, nurturing and compassionate’. They have frequent opportunities to reflect on their beliefs and the beliefs of others and speak with respect when discussing difference and diversity.

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Personal development and wellbeing Expected standard

Leaders are vigilant and ensure that pupils get the pastoral support that they need. Pastoral support is well-matched to pupils’ needs and targeted at those who need additional support. Leaders have established effective relationships with parents and carers, who value the support given to their children. Pupils feel welcomed, valued and respected and have a real sense of belonging in their 'school family'.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils’ interests and talents are identified and nurtured. For example, pupils speak positively about being involved in the school choir. Personal development opportunities are enjoyed by many pupils. All pupils have equal access to participate in interesting and relevant extra-curricular activities, which include art, construction and sports clubs.

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Personal development and wellbeing Expected standard

Pupils are proud of the leadership roles they hold in school, which help to develop their sense of responsibility. Pupils in the ‘worship squad’ play an important part in leading assemblies and those in the ‘reading squad’ support their peers well.

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

Pupils are happy and safe at this welcoming and nurturing Church of England school. They talk positively about the fact that everybody is included and model the school's values of 'everybody matters'. Pupils know who to turn to if they have a worry. Caring staff greet pupils warmly each morning, ensuring that pupils feel valued and are ready to learn. Pupils, including children in the early years, settle quickly to morning activities. Most pupils are keen to learn and enjoy their learning.

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

There is a sharp focus on pupils securing their knowledge of speaking and listening, reading, writing and mathematics. Staff in the early years ensure that all children have purposeful opportunities to develop their communication and language skills. Leaders' focus on improving pupils' writing is having a positive impact. In mathematics, pupils show increasing knowledge of number facts. Pupils typically make suitable progress and are achieving well. They are, in the main, ready for their next stages.

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

Pupils’ behaviour in and around the school is typically positive. They say that bullying is rare and not tolerated. Pupils value the support that staff give to them, with many pupils saying that adults in school ‘really care about them’.

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

Pupils attend school well. Families who need additional help to ensure that their children attend school as often as possible receive appropriate support and guidance. This work with families is having a positive impact.

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

Pupils with special educational needs and/or disabilities and pupils who face other barriers to learning typically benefit from thoughtful adaptations to their learning. Pupils enjoy learning in the school’s recently developed ‘Orchard’ provision. This enables pupils to access bespoke learning which is well-suited to their needs.

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

Pupils benefit from experiences beyond the classroom which enhance their learning. Residential trips help pupils to develop their resilience and confidence at trying new things. School councillors are proud to make contributions to school life including making important decisions when interviewing potential new teachers. Pupils in the ‘charity squad’ organise fundraising events, helping others in need. Pupils develop their talents and interests through a range of extra-curricular activities. Important life skills such as swimming and cooking are pupils' particular favourites.

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Next steps

Leaders should ensure that classroom practice more consistently meets the needs of different learners in the school’s mixed-age classes. Leaders should ensure that assessment arrangements in the wider curriculum help teachers check pupils’ understanding and adapt teaching appropriately so gaps in pupils’ knowledge are addressed effectively. Leaders should ensure that the teaching of the personal development programme enables pupils to develop a deeper understanding of a range of faiths and religions.

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About this inspection

This school is part of Derby Diocesan Academy Trust (DDAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Dr Sarah Clark, and overseen by a board of trustees, chaired by Dr Sarah Charles.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the executive headteacher, the acting head of school, the special educational needs coordinator and a range of staff. Inspectors also spoke with the CEO and deputy CEO of the trust, members of the trust academy board and a trust senior school improvement officer.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Derby. Its last section 48 inspection was on 23 January 2020.

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About this inspection

The school makes use of two unregistered alternative provisions.

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Team inspectors:

Ian Toon, Ofsted Inspector Roxanne Fearns-Davies, 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

2024/25 (final) 54% 62% Close to average

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average

2023/24 (final) 64% 61% 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

2023/24 (final) 79% 74% 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

2023/24 (final) 71% 72% 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

2024/25 (final) 70% 74% Close to average

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average

2023/24 (final) 80% 73% Close to average

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average

2022/23 (final) 70% 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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average

2024/25 (final) 40% 47% Close to average

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national average

2023/24 (final) 47% 46% Close to average

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national average

2022/23 (final) 39% 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

2023/24 (final) 71% 62% Close to average

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average

2022/23 (final) 61% 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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average

2023/24 (final) 53% 58% Close to average

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average

2022/23 (final) 61% 58% Close to average

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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

2024/25 (final) 60% 61% Close to average

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average

2023/24 (final) 65% 59% Close to average

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average

2022/23 (final) 56% 59% Close to average

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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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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

2024/25 (3 term) 5.7% 5.2% Close to average

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national average

2022/23 (3 term) 5.6% 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 (3 term) 13.5% 13.0% Close to average

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national average

2022/23 (3 term) 16.6% 16.2% 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

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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