Denby Free CofE VA Primary School

Denby Free CofE VA Primary School

Address: Church Street, Denby Village, Ripley, Derbyshire, DE5 8PH Unique reference number (URN): 112881

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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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Attendance and behaviour Expected standard

Leaders promote the importance of regular attendance. They ensure families share their high expectations. Leaders monitor pupils’ attendance daily and act promptly when a pupils’ attendance becomes a concern. They find out the barriers and offer effective support. As a result, pupils' attendance overall is close to the national average and persistent absence is low. Leaders go above and beyond to ensure disadvantaged pupils attend regularly. This has led to a slight reduction in their absence over time.

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Attendance and behaviour Expected standard

Leaders have successfully increased expectations for pupils’ behaviour. The school’s values underpin their approach and pupils embrace and strive to live up to the values. This instils a positive, calm and respectful culture. Pupils behave well and show positive attitudes to learning. Children in the early years wait patiently, take turns and share in activities. Relationships between pupils and staff are kind, courteous and compassionate. Occasional unkindness is resolved swiftly. This means it rarely escalates to behaviours like bullying. Staff teach pupils how to recognise and manage their emotions. Leaders work with pupils with barriers to managing their emotions to develop personalised support strategies. Occasionally, staff do not employ these strategies consistently. At times, this can hinder how well some pupils learn.

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Early years Expected standard

Leaders make the early years a priority, ensuring children make a sound start to their education. They have improved the quality of the curriculum and the provision. Staff develop positive relationships with children and understand the needs of vulnerable children well. Children with any barriers to learning receive timely, tailored support. This supports them to engage in learning successfully.

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Early years Expected standard

Children learn the fundamentals of reading and writing through effective daily phonics teaching. Staff make sure children hold pencils and form letters accurately, while applying their phonics knowledge to sentence writing. Early mathematics teaching is also effective. Children count confidently while singing number songs. They understand odd and even numbers and recognise when sharing is unequal.

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Early years Expected standard

Mostly, staff engage children effectively in the thoughtful range of activities and through high-quality conversations. They help children understand phenomena like floating and sinking, while developing children’s language. Staff model new words clearly. Children trial words successfully in conversations. They become confident speakers through their ‘fish and chip’ partner talk. Through well-considered routines, children develop great independence and positive learning behaviours. They play and learn cooperatively, following their ideas. By the end of the Reception Year, children are ready and well prepared for Year 1.

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Inclusion Expected standard

Leaders have created a highly inclusive school culture. They ensure that all staff are equally ambitious for all pupils. Leaders aim to go above and beyond to ensure pupils with barriers to their learning or wellbeing receive the right support to flourish.

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Inclusion Expected standard

Even before pupils join the school, leaders ensure that their processes enable staff to identify pupils’ needs swiftly and accurately. Leaders have greatly improved their systems to support pupils with special educational needs and/or disabilities (SEND). They ensure that targets in these pupils’ individual support plans are precise and understood by all staff. Staff receive training and support to develop their expertise in using pupils’ plans to make suitable adaptations. Largely, these adaptations allow pupils with SEND to access the curriculum and school life successfully. However, the new systems and training are not fully embedded and support is occasionally inconsistent. At times, this hinders these pupils’ success.

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Inclusion Expected standard

Overall, leaders use additional funding, including the pupil premium grant, to provide effective academic and pastoral support. For example, additional phonics support ensures disadvantaged and other vulnerable pupils become fluent readers. Where needed, leaders provide additional support to help improve these pupils' attendance, such as places in breakfast club. Leaders also ensure that disadvantaged pupils can take part in clubs and trips.

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Leadership and governance Expected standard

The school experienced significant turbulence following the last inspection. It is now settled since the appointment of new leaders. Leaders provide clear direction. They focus sharply on addressing required improvements. For example, leaders have successfully designed and implemented a new curriculum. They have made sure that the school has robust systems to include and support vulnerable pupils. Leaders have a clear understanding of the further work needed.

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Leadership and governance Expected standard

Although staff have experienced significant change, morale is high. Staff speak highly of the visionary leadership, which takes into consideration their wellbeing and workload. Staff recognise that every change and decision is with pupils’ best interests at heart. Leaders align their professional learning programme with the school’s improvement priorities. Staff develop their expertise in key aspects such as supporting pupils with barriers to learning. This gives staff confidence and ensures that changes do not overwhelm them. Leaders recognise where staff need further support to address inconsistencies in teaching, including in mathematics. Leaders draw on external expertise to enhance the support for staff.

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Leadership and governance Expected standard

Governors have strengthened their oversight of the school's work. They have developed their understanding of pupils’ experiences and their checks on leaders’ actions to secure improvements. Governors understand their responsibilities and ensure the school’s safeguarding systems are robust. They support and challenge leaders effectively.

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Leadership and governance Expected standard

Leaders value greatly their partnership with parents and carers. Parents recognise and speak highly of the improvements that leaders have made. They welcome the many opportunities to engage in their child’s education and support the school’s work.

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Personal development and wellbeing Expected standard

Pupils’ personal development is at the heart of the school’s work. An extensive and well- planned programme, including many enriching opportunities, prepare pupils well for life beyond school. The school’s values underpin this programme and support pupils’ character development. Leaders recognise that the school’s context differs to the more culturally diverse world that pupils will encounter at secondary school and beyond. In response, leaders emphasise the teaching of fundamental British values and equalities. Pupils talk with confidence about individual liberty and the rule of law. They develop their knowledge and respect for people with different faiths and values. Pupils gain an age-appropriate understanding of discrimination, ethical issues and right and wrong.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum ensures that pupils learn the importance of being active and healthy. Pupils learn how to keep themselves safe, including online. They speak confidently about the risks of fake news for example. Leaders recently engaged with parents and carers to strengthen the sex and relationships curriculum. For example, parents view the school’s teaching materials so they can support pupils’ learning, including of how to maintain healthy relationships.

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Personal development and wellbeing Expected standard

The school prioritises pupils’ wellbeing and provides extensive pastoral support. Many new pupils have joined the school recently. Leaders have developed systems to help these pupils to quickly feel included in school life. Staff are vigilant in identifying any pupils who need additional pastoral support. Pupils know how to get help and value how staff support them when they are not feeling their usual happy selves.

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Personal development and wellbeing Expected standard

Leaders are determined for all pupils to thrive, including the most vulnerable. They ensure pupils gain valuable life experiences, for example through visiting place of interests. Leaders target disadvantaged pupils’ participation in extra-curricular clubs and sporting competitions. This ensures these pupils develop new interests and develop their talents alongside their peers.

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Achievement Needs attention

Pupils' experiences of the curriculum are inconsistent, hindering their achievement. Although there are some improvements, variable teaching and an incoherent mathematics curriculum continue to slow pupils’ progress. Some pupils have large gaps in their knowledge in spelling, handwriting and mathematics. This prevents some pupils, including disadvantaged pupils, from being as well prepared for the next stage of education as they should be.

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Achievement Needs attention

While pupils’ achievement in national tests is also variable, it has improved to be at least in line with national averages at the end of key stage 2. Pupils receive effective support to catch up in their latter years. Pupils’ achievement in reading is a consistent strength, with pupils enjoying reading and benefitting from effective phonics teaching which helps them to read fluently. Pupils generally develop appropriate knowledge in subjects such as history and science. Typically, pupils with special educational needs and/or disabilities make suitable progress.

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Curriculum and teaching Needs attention

Leaders have taken appropriate action to strengthen the curriculum. However, work to improve its delivery is at an earlier stage and inconsistencies still exist. Leaders have redesigned the curriculum to ensure that it sets out the key knowledge pupils must learn. They have considered the needs of the mixed-age classes carefully. However, the redesigned mathematics curriculum lacks coherence. It does not build well on the secure mathematical foundations that children gain in the early years. While leaders have recently begun to work with external mathematics specialists to help improve the curriculum and how staff teach it, it is too soon to see the impact.

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Curriculum and teaching Needs attention

Leaders support staff to develop their expertise. Staff now make largely suitable adaptations to support pupils with special educational needs and/or disabilities. However, leaders’ expectations for teaching are not embedded. Weaknesses exist where staff do not consider pupils’ age-related needs and prior learning sufficiently well. Learning activities do not support pupils consistently to secure intended learning. Sometimes inconsistencies in checking pupils' understanding, particularly in handwriting, spelling and knowledge of number, are not addressed promptly. Leaders ensure that teaching of the new phonics programme is effective. Trained staff help pupils quickly close gaps and improve achievement.

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

Pupils are happy. They and their families receive a warm welcome at the gate each morning. Pupils are safe. They show a secure sense of belonging and loyalty to their school. Pupils and their parents and carers would highly recommend this school. Parents say the school is ‘a family at the heart of the community’. They speak highly of the school’s nurturing staff. Parents recognise the numerous ways that staff support pupils when they need help to overcome any barriers to their learning or wellbeing.

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

Pupils skip into school, eager to show their readiness for learning. They take good care of each other, knowing respect means being kind. Bullying is very rare. The school’s rules and Christian values guide pupils well. Pupils say that the values help them become better people. They aspire to become ‘flourish and shine ambassadors’ to show that they exemplify the values consistently. Older pupils enjoy chaperoning the Reception Year children when they go to the church for celebration assemblies, where they proudly receive certificates for their positive behaviour.

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

Pupils attend well. They enjoy school because they find it fun as well as friendly. Pupils appreciate the many opportunities to try new experiences and build their character. For example, they take on challenges in many sporting competitions or on adventurous school trips. Year 6 pupils build their independence ready for secondary school on residential visits. Parents are overwhelmingly positive about improvements following the school’s turbulent time after the last inspection. The school is very settled now and pupils’ attainment in national tests is improving. While leaders have improved the curriculum and teaching, some of their work is at an early stage or not embedded. Leaders know there is more to do and are striving to ensure that all pupils achieve as well as they should.

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Next steps

Leaders should ensure that the mathematics curriculum is well sequenced and that teaching approaches enable pupils to build securely on their mathematical knowledge over time. Leaders should support staff to deliver the school’s curriculum effectively so that they consider pupils’ starting points and age-related needs consistently well and provide suitable learning activities. Leaders should ensure that assessment and feedback consistently supports pupils to secure foundational knowledge in transcription and mathematics, addressing promptly inaccuracies, misconceptions and gaps in pupils’ knowledge. Leaders should ensure that staff use individual support plans for pupils with special educational needs and/or disabilities to make consistently effective adaptations that enable these pupils to thrive.

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About this inspection

The chair of the board of governors in this school is Lyndsay Reast.

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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 HMIs.

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About this inspection

Inspectors spoke with the headteacher, other school leaders and staff. They also spoke with leaders about their oversight of the school’s work in a particular aspect, such as inclusion. The lead inspector met with representatives of the governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher took up her post in September 2024.

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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. The school’s most recent section 48 inspection was in October 2024.

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About this inspection

The school currently uses no alternative provision.

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Lead inspector:

Claire Stylianides, His Majesty's Inspector

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Team inspectors:

Justine Roberts, Ofsted Inspector Richard Jones, 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) 62% 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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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) 77% 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) 80% 74% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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

2024/25 (3 term) 4.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.1% 5.5% Close to average

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national average

2022/23 (3 term) 5.3% 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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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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