Birk Hill Infant & Nursery School

Birk Hill Infant & Nursery School

Address: Chestnut Avenue, Eckington, Derbyshire, S21 4BE Unique reference number (URN): 112543

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 Expected standard

Leaders ensure that teaching in the early years is effective. They ensure that the curriculum identifies the important knowledge that children will need to know and remember. As a result, children make notable progress and are typically ready for Year 1.

p.2

Early years Expected standard

Staff identify effectively the needs of disadvantaged children and those with special educational needs and/or disabilities. Staff regularly check how well children understand their learning. They make the necessary adaptations to activities so that all children can achieve well.

p.2

Early years Expected standard

Staff ensure that children develop the basic skills in reading, writing and mathematics that they need to be confident learners. Children quickly secure the phonics knowledge that they need to read and write. Children practise what they have learned when accessing independent play. For instance, they count the blocks when building short and tall towers. Most adult interactions with children are of high quality and develop language and communication effectively. As a result, children are typically articulate and share their thoughts and ideas well.

p.2

Early years Expected standard

Well-established routines ensure that children are supported to be independent and curious learners. For example, a five-minute warning for tidy-up time ensures that children make the most of the last few moments of outdoor play before preparing to go back into the classroom.

p.2

Achievement Needs attention

The curriculum prioritises the essential foundational knowledge that pupils need. For example, children in the early years are supported to develop secure communication and language skills. Pupils develop fluency and accuracy through the school's well-structured reading programme. However, weaknesses in pupils' knowledge and understanding are sometimes not identified accurately or addressed quickly enough, including in mathematics, letter and number formation and in punctuation. Instead, some pupils continue to make the same errors repeatedly, and the gaps in their knowledge persist. Consequently, these pupils do not achieve as well as they should. This includes some disadvantaged pupils and some pupils with special educational needs and/or disabilities.

p.2

Achievement Needs attention

In some subjects, such as science and computing, the quality of teaching supports pupils to learn the knowledge that leaders intend in readiness for the next stage in their learning. In these subjects, pupils remember their knowledge and talk about their learning confidently. However, this positive picture is not consistent across all subjects. For instance, variability in teaching means that some pupils struggle to remember what they have learned in history, art and geography. Pupils achieve well in the phonics screening check. Teachers typically identify and address any missing knowledge in reading. Where needed, staff provide pupils with additional support to help them to keep up with their peers.

p.2

Attendance and behaviour Needs attention

Leaders prioritise attendance. They have clear systems in place to ensure that they maintain contact with families when pupils are absent from school. Overall, attendance is improving. However, leaders do not routinely analyse attendance information. As a result, they are not fully aware of the key barriers preventing some pupils from attending well so that timely and appropriate support can be provided. Too many pupils remain persistently absent from school.

p.3

Attendance and behaviour Needs attention

Pupils’ behaviour across the school is positive. Classrooms are calm and settled, and pupils can learn without distraction in an orderly environment. Most pupils understand ‘The Birk Hill Way’ and the importance of demonstrating a positive attitude to their learning. Pupils are aware of their own behaviour and use the ‘regulation stations’ appropriately when they need to. Pupils say that bullying does not happen but are confident that adults would help them if they had a problem. Leaders have created a culture where staff support and protect pupils. Staff benefit from external training to support a consistent approach to behaviour management across school. Staff make appropriate adjustments to support pupils with special educational needs and/or disabilities to ensure that they are ready to be in the classroom with their peers.

p.3

Curriculum and teaching Needs attention

Leaders have put in place an ambitious curriculum that covers a broad range of subjects. Leaders have prioritised ensuring that pupils learn essential knowledge in reading, writing, spelling and mathematics. However, there is variability in the quality of teaching that pupils receive in some subjects.

p.3

Curriculum and teaching Needs attention

In reading and phonics, staff teach the curriculum well. Staff provide pupils with books that reflect the letters and sounds that they have learned. This helps pupils to practise applying their knowledge so that it strengthens. In mathematics, staff explain new knowledge clearly. However, in some subjects, pupils do not have sufficient opportunities to practise applying their knowledge or to consolidate it. In these subjects, pupils find it more difficult to remember what they have learned.

p.3

Curriculum and teaching Needs attention

Some staff have strong subject knowledge. They design lessons that engage pupils' interest and support their learning, including for pupils with special educational needs and/or disabilities (SEND). They provide pupils with clear instructions and take the time to ensure that pupils understand how new learning connects to what they already know. However, some staff lack the solid subject knowledge that they need to teach the curriculum effectively. The learning that they provide does not meet pupils' needs as well as it should. This hinders pupils' learning, and some lose focus when this happens.

p.3

Curriculum and teaching Needs attention

Some staff promptly identify pupils' misconceptions or mistakes. They take effective action to address any missing knowledge so that pupils move on securely to the next learning. However, this is not consistently the case. Some staff do not act quickly enough to address pupils' mistakes. This includes in pupils' written work and, at times, in mathematics. Where this happens, pupils make the same mistakes repeatedly, and they do not make the progress that they should.

p.3

Curriculum and teaching Needs attention

Leaders and staff understand pupils' needs well. They know the barriers that some pupils face to their learning and wellbeing. In the main, staff make appropriate adaptations to their teaching to help pupils with SEND to learn the curriculum. However, while some of these adaptations support pupils with SEND to complete the task in hand, they do not contribute effectively to pupils' longer term learning. This limits pupils' ability to build up an appropriate body of knowledge over time.

p.4

Inclusion Needs attention

Pupils' needs are generally identified and assessed accurately. Leaders work effectively with families and with appropriate external agencies to plan the support for pupils. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged access all aspects of school life, including joining in with school trips. Leaders are aware of the barriers that some pupils face to their learning and wellbeing. In some cases, the school works effectively to reduce these barriers. This is particularly evident when pupils need support for their wellbeing. However, on occasion, work to reduce pupils' barriers to learning is less effective.

p.4

Inclusion Needs attention

Leaders ensure that pupils with SEND receive support for their learning. However, leaders do not routinely monitor the impact of this support. This hinders their ability to make sure that such support is changed if it is not working.

p.4

Inclusion Needs attention

Leaders have put in place suitable plans for spending the pupil premium funding for disadvantaged pupils. They have ensured that these plans focus on the school's improvement priorities for pupils, such as writing and attendance. However, they do not have a clear understanding of whether these plans are leading, consistently, to the improved outcomes that they intend for disadvantaged pupils.

p.4

Inclusion Needs attention

Staff have received appropriate training to help them to respond to changes in the needs of pupils with SEND. As a result, pupils are increasingly able to manage their emotions and to participate fully in learning alongside their peers. In some classes, the work that staff provide is carefully matched to what pupils know and can do. Where this is the case, pupils make appropriate progress in their learning. However, in other classes, the work that pupils receive does not take sufficient account of what they know and can do. This makes learning more difficult for these pupils, and they do not achieve as well as they should.

p.4

Leadership and governance Needs attention

Leaders know the school, the community and pupils well. They understand the school's strengths as well as where further improvement is needed. This has enabled leaders to identify the right priorities for improvement. They have taken effective action to address some of these priorities. For example, they have refined the early years curriculum. They have successfully promoted pupils' communication and language skills. These actions have had a positive impact for pupils. However, it is taking longer to see the impact of other actions, such as ensuring that all staff identify and address pupils' misconceptions swiftly and effectively.

p.4

Leadership and governance Needs attention

Governors have a general understanding of their roles and responsibilities. However, they do not have a precise understanding of the impact of some aspects of leaders' work. These aspects include the impact of the pupil premium funding on the achievement of disadvantaged pupils, and of the school's support for pupils with special educational needs and/or disabilities. This limits governors' ability to hold leaders rigorously to account for this important work.

p.5

Leadership and governance Needs attention

Leaders communicate effectively with a range of external professionals, such as health professionals and the local authority. This helps leaders to secure additional, expert support for pupils and their families if needed. Leaders promote respectful relationships across the school community. All staff demonstrate warm and positive interactions with pupils that support their wellbeing. Leaders work with other schools to share ideas and to improve their provision for pupils, for example, in English and mathematics. Leaders engage readily with external support, where available, to help them to refine their work to improve the school.

p.5

Leadership and governance Needs attention

Staff receive training to help them to improve their delivery of the curriculum. Staff welcome these opportunities for their professional development. Staff report that leaders are mindful of their wellbeing and ensure that their workload is manageable.

p.5

Personal development and wellbeing Needs attention

Leaders ensure that pupils experience a range of trips and visits that they enjoy. Leaders ensure that no pupil is disadvantaged by cost or access. However, beyond these trips and visits, the school does not provide pupils with wider experiences that help to develop their interests or talents. Consequently, this important aspect of pupils' personal development is limited, including for disadvantaged pupils and those with special educational needs and/or disabilities. Furthermore, this makes it more difficult for leaders to identify any barriers that particular pupils may experience to their personal development, and to take action to address these.

p.5

Personal development and wellbeing Needs attention

The school’s values, ‘The Birk Hill Way’, underpin pupils' behaviours and actions. Pupils value being part of a team. They work together collaboratively and support one another. They understand the importance of perseverance and having a positive attitude. Pupils demonstrate a deep understanding of respect. Although assemblies introduce the importance of the fundamental British values of democracy, rule of law and individual liberty, pupils do not know what they are. Pupils are not clear how these values link with the school’s values.

p.5

Personal development and wellbeing Needs attention

Leaders have put in place a well-ordered curriculum for personal, social, health and economic education. Pupils receive relationships and health education that follows statutory requirements. Pupils learn about healthy relationships and about keeping safe, including road safety and when using the internet. Pupils learn how to look after their physical and mental health. They reflect on their beliefs and consider the perspectives of others. Pupils say, ‘We can think different things, but we all have to be kind.’ Pupils value their leadership roles and take them seriously. For instance, older pupils act as mini leaders to support younger pupils to play during social times. Pupils who are part of the school council look forward to their meetings. Pupils are supported to prepare for life in modern Britain through assemblies that focus on British values such as democracy and individual liberty. However,

p.5

Personal development and wellbeing Needs attention

pupils' understanding of these terms is limited.

p.6

Personal development and wellbeing Needs attention

Staff provide effective pastoral support for pupils who need additional help, including those facing emotional or social barriers. Pupils develop independence in managing their own emotions through the use of ‘safe spaces’ and ‘regulation stations’.

p.6

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

Pupils feel happy and safe at Birk Hill Infant and Nursery School. They are welcomed into a calm, friendly and supportive environment, where many are keen to learn. Pupils benefit from well-established routines and increasingly high expectations of behaviour. As a result, they learn in calm and orderly classrooms.

p.6

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

Many pupils enjoy their learning. They talk with enthusiasm about what they have learned in science and mathematics. However, in some subjects, pupils do not achieve well. As a result, some pupils are not well prepared for the next stage of their learning. At times, pupils with special educational needs and/or disabilities receive work that does not take enough account of what they know and can do. Consequently, this work does not meet their needs, and they do not make the progress that they should.

p.6

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

Pupils play and socialise well together. They report that incidents of bullying are rare. They say that if it did happen, teachers would help them. Staff build warm and positive relationships with pupils. Pupils know that staff will listen to them if they have a concern. Most pupils attend well, but some pupils still miss too much school time through absence.

p.6

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

Pupils enjoy the school trips that the school provides. They enjoy their leadership roles, for example, as a school council member or as a mini leader, helping younger children to develop their play. However, pupils lack opportunities to develop their talents or interests. This limits their wider development.

p.6

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

The ‘Birk Hill Way’ sets out the values that pupils should follow. Pupils are clear about respect and understand the need to be kind to others.

p.6

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

In the early years, children get off to a positive start. They are happy and settled. They develop independence. The curriculum is focused on developing communication and language. Most staff engage in high-quality interactions with children, which help them to develop their communication skills well.

p.6

Next steps

Leaders, including governors, should ensure that they have a full and accurate understanding of all aspects of the school’s work so that they can prioritise the most important areas for improvement and work strategically to monitor the impact of their work to address these priorities.

p.6

Facts and figures used on inspection

Leaders should ensure that all teachers use assessment information to establish what pupils already know and can do, and take account of this when adapting learning for pupils with special educational needs and/or disabilities. Leaders should ensure that all teachers identify, quickly and accurately, any misconceptions or missing knowledge that pupils may have, especially in writing and mathematics, so that these gaps can be addressed swiftly before pupils move on to new learning. Leaders should ensure that highly effective teaching is embedded and consistent across the school so that pupils progress well in all subjects of the curriculum. Leaders should ensure that their work consistently and successfully improves pupils' attendance and reduces rates of persistent absence. Leaders should support pupils to develop a clear, age-appropriate understanding of fundamental British values, for example, by helping them to make connections with the

p.7

Facts and figures used on inspection

values that they follow in school for their behaviour and conduct.

p.7

About this inspection

The chair of the board of governors in this school is Steve Jones.

p.7

About this inspection

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

p.7

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.

p.7

About this inspection

Inspectors held meetings with the headteacher, the chair of the governing body, a representative from the local authority and external advisers. They also spoke with a number of teaching and non-teaching staff and with a number of pupils.

p.7

About this inspection

The inspectors confirmed the following information about the school:

p.7

About this inspection

The school currently uses no alternative provision.

p.7

About this inspection

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

p.7

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.

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

What does this mean?

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

p.9

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.

p.9

What does this mean?

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

p.9

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.

p.9

Persistent absence

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

p.10

national average

2023/24 (3 term) 17.2% 14.6% Close to average

p.10

Exceptional

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

p.10

Strong standard

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

p.10

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.

p.10

Needs attention

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

p.10

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.10

Urgent improvement

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.11

Urgent improvement

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.11

Urgent improvement

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

p.11

Urgent improvement

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

p.11