Tansley Primary School

Tansley Primary School

Address: Gold Hill, Tansley, Matlock, Derbyshire, DE4 5FG Unique reference number (URN): 112592

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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 Strong standard

Pupils enjoy attending school and this is reflected in attendance that is above national averages. Leaders have high expectations of attendance, including for pupils in the early years. This establishes positive routines for regular attendance. Leaders monitor pupils’ attendance. When pupils’ attendance begins to drop, they take early and effective action to support improvement. Leaders work closely with families to ensure that barriers to regular attendance are removed.

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Attendance and behaviour Strong standard

Behaviour across the school is very positive. Pupils behave consistently well in lessons and at social time. Leaders set high expectations that staff and pupils understand. They celebrate and reward positive choices, including during celebration assemblies. Classrooms are calm, and pupils settle quickly into their learning, including at the start of the day. They follow routines confidently and respond quickly to staff's instructions.

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Attendance and behaviour Strong standard

Bullying is rare. When pupils have disagreements, they are confident to seek support from trusted adults who will do their best to resolve issues. Pupils understand the importance of kindness and good manners. This means that they have good relationships with each other and create a positive school community.

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Early years Expected standard

The early years provision has recently expanded and leaders have added provision for 2- year-olds. Leaders are ambitious to give local children the best possible start to their education. They sought appropriate support to ensure that the provision has developed effectively. As a result, children settle quickly into a welcoming environment. Leaders have an accurate understanding of what works well for children and are clear about where the early years offer could be improved.

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Early years Expected standard

Children are supported to develop positive relationships with adults and each other. They are confident and developing their independence. Routines and expectations support children to engage with activities and prepare them for future learning.

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Early years Expected standard

The curriculum is thoroughly planned and appropriately sequenced. There is a clear focus on what children need to learn and when, across all areas of development. Staff have appropriate training and guidance to teach the curriculum effectively. Phonics is taught well and children develop the basic skills to support reading. Vocabulary is prioritised and reinforced through consistently high-quality interactions. Individual needs are well considered, and support is purposefully targeted to ensure that children develop appropriate knowledge and skills. This means that most children are well prepared for Year 1.

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Inclusion Expected standard

Leaders are committed to promoting an inclusive culture at the school, where barriers to wellbeing, participation and learning are effectively addressed. They are ambitious for what all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), can achieve. There are effective processes in place to identify individual pupils’ needs. Where necessary, leaders work closely with external agencies to ensure that pupils receive the support they need. This includes providing additional support for families which addresses barriers to attendance effectively.

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Inclusion Expected standard

There is an effective graduated approach in place across the school. Staff have an accurate understanding of the challenges that pupils face. Training ensures that staff identify and plan support for pupils with SEND. Appropriate adaptations are implemented which enables pupils to learn alongside their peers. Leaders are responsive to pupils’ changing needs. They regularly review support to ensure that it is well matched to pupils’ needs and they make changes where it is needed.

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Inclusion Expected standard

The pupil premium strategy identifies key challenges faced by disadvantaged pupils. The school uses the additional funding it receives to address these challenges effectively. This includes proactive nurture provision and activities to support the social and emotional development of disadvantaged pupils.

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Leadership and governance Expected standard

Leaders understand the school’s context, strengths and areas for development. They are ambitious for the school. Leaders have taken action to drive improvements at the school since joining Framework Federation at the start of the year. Some actions have had a positive impact, while others need more time to embed in day-to-day practice. Leaders have developed opportunities for pupils to engage with the local community and experience activities beyond the curriculum. This has created an increased sense of belonging and enjoyment at school.

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Leadership and governance Expected standard

Leaders work closely with other professionals to develop their knowledge and enhance the support that pupils get. When additional support has been needed, for example when setting up a nursery provision, leaders have proactively used external expertise.

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Leadership and governance Expected standard

Governors are knowledgeable about the school and share leaders’ vision and high expectations. They are well trained and carry out their statutory responsibilities effectively. This includes providing support and challenge to leaders in all areas of the school’s work.

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Leadership and governance Expected standard

Staff are proud to work at the school. They feel well supported by leaders who are considerate of their workload and wellbeing. Staff training has been linked to school’s improvement priorities. Leaders have made positive use of the professional network that the school has joined to provide additional expertise to support staff.

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Leadership and governance Expected standard

Parents and carers are supportive of the school. They are positive about recent changes at the school. This includes the additional opportunities that are available to pupils, such as the forest school sessions.

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Personal development and wellbeing Expected standard

The school provides a well-considered programme to support pupils’ personal development. Leaders have considered the school’s context to adapt the personal, social and health education and relationships and sex education programmes. This ensures that these programmes are planned to develop the knowledge and skills needed to prepare pupils for life beyond the school. Leaders work with external partners to teach pupils about keeping safe and staying healthy. Sessions, for example, focus on water safety, bike and road safety and healthy eating. Pupils benefit from these sessions and are better equipped to recognise and manage risks as a result.

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Personal development and wellbeing Expected standard

Pupils know and understand fundamental British values. Older pupils discuss these values with maturity and understand how the apply to them. Pupils understand the importance of respecting difference and being kind. Some pupils’ knowledge of world religions and cultures is not as secure as it should be. This means some pupils are not sufficiently knowledgeable about cultural diversity in modern Britain.

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Personal development and wellbeing Expected standard

Leaders have made significant enhancements to the enrichment opportunities that pupils have at school. Enrichment activities are embedded into the school day, and pupils have access to an increased range of opportunities for trips and residential activities. Leaders ensure that all pupils, including disadvantaged pupils, can take part in these activities. All pupils learn to play a musical instrument, and every pupil has had the opportunity to represent the school in a sporting event. Pupils and parents appreciate these opportunities, which broaden pupils’ experiences at school.

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Personal development and wellbeing Expected standard

Pastoral support has developed, increasing the nurture and emotional support that pupils have. Leaders have prioritised pupils’ wellbeing and health through a whole-school programme. This supports pupils to become confident, resilient and independent. Pupils feel safe and well supported. This is underpinned by pupils’ positive relationships with adults and each other.

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Achievement Needs attention

The achievement of pupils at the end of key stage 2 in reading, writing and mathematics has been below national averages over time. This means that, currently, pupils are not as prepared for their next steps as they could be. The achievement of younger pupils has been in line with national averages. This is reflected pupils’ outcomes in the Year 1 phonics screening check, and the Year 4 multiplication tables check.

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Achievement Needs attention

Pupils’ knowledge across the curriculum is not secure. Some pupils cannot accurately talk about their learning. Approaches to support pupils’ basic skills, for example in writing and reading fluency, is inconsistent. As a result, some pupils do not have the skills they need to share and consolidate their knowledge. Pupils do not write as well as they could and the work they produce is of a variable standard. Leaders have taken steps to address this, however it is too soon see the impact of these actions.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of the quality of the curriculum and teaching across the school. They have recently made changes to the curriculum. This means that the curriculum, including in the early years, is well planned and sequenced.

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Curriculum and teaching Needs attention

Leaders have provided staff training to develop the knowledge and skills needed to deliver the curriculum. However, teaching is not consistently effective. Planned activities are not always well matched to pupils’ starting points or the intended learning. Staff do not use assessment well enough to check pupils’ knowledge and understanding. This means that some pupils, including those who are disadvantaged, cannot accurately recall what they have learned. Where activities are most effective, pupils enthusiastically share their learning. For example, pupils in key stage 1 could share why it is important to learn about historical events.

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Curriculum and teaching Needs attention

The teaching of phonics is consistent. Pupils with larger gaps in learning are supported to catch up. Leaders have prioritised the development of vocabulary across the curriculum and this is beginning to have a positive impact. However, there is more work to do to ensure that basic knowledge and skills, such as handwriting, are reinforced and secured for all pupils, including those with special educational needs and/or disabilities.

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

Pupils are happy and enjoy attending Tansley Primary School. The small school community ensures that all pupils and their families are well known and cared for.

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

Pupils behave well. This is supported by positive relationships across the school. Pupils understand the importance of kindness and respecting each other. This means that they play cooperatively and independently at social times. Pupils say that they do not experience bullying and that they feel safe at school. As a result, pupils want to come to school.

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

Pupils enjoy the activities they do in class and speak positively about their experiences at school. Children in the early years make a positive start to their education and are well prepared for Year 1. The planned activities develop their creativity and independence, alongside developing their basic skills for learning.

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

The curriculum is well planned across the school. However, learning activities are not always precisely focused on what pupils need to know and be able to do. This means that pupils do not always make the progress that they should. Some pupils, including those with the lowest starting points, cannot remember key information about what they have learned. Some basic skills of learning, such as writing, are not developing effectively for all pupils. As a result, the achievement of pupils at the end of key stage 2 has been below national averages over time. Effective pastoral support ensures that pupils' emotional needs are well supported. During the school week, pupils have opportunities to engage in a range of extra-curricular activities. This includes forest school sessions, which pupils enjoy. These activities broaden pupils’ experiences and enable them to develop their confidence, independence and

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

communication skills. Leaders promote activities that support pupils’ emotional wellbeing and health. Pupils learn how to keep themselves safe, including when online. As a result, pupils are well prepared for life beyond school.

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Next steps

Leaders should ensure that teachers design activities which are closely matched to pupils’ needs and stages of learning, so that they make intended progress in line with the planned curriculum. Leaders should ensure that staff use assessment in lessons effectively to identify gaps in pupils’ knowledge and adapt teaching to meet the needs of all pupils. Leaders should ensure that curriculum planning and teaching consistently builds pupils’ foundational skills, enabling them to apply their knowledge confidently and achieve outcomes at least in line with national averages by the end of key stage 2.

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About this inspection

The chair of the board of governors in this school is Judith Holt.

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About this inspection

The school is part of a federation called Framework Federation.

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About this inspection

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

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About this inspection

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

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About this inspection

Inspectors spoke with school leaders, staff, pupils and parents. They also spoke with representatives of the Local Authority and those responsible for governance, during the inspection.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school also, under the same registration, runs a nursery.

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About this inspection

The school has undergone a significant change since the last inspection as it has joined Framework Federation and has new leadership.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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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 6 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 needs support 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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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) 78% 74% Close to average

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average

2022/23 (final) 70% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2023/24 (final) 67% 72% Close to average

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average

2022/23 (final) 70% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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average

2024/25 (final) 50% 59% 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

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

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Disadvantaged pupils' performance gap

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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gap

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

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Overall absence

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

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national average

2023/24 (3 term) 5.1% 5.5% 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) 11.8% 13.0% 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

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 .

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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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