Denton Primary School


Name Denton Primary School
Website http://www.dentonprimary.net/
Ofsted Inspection Rating Good
Inspection Date 14 March 2011
Address Vicarage Lane, Denton, Northampton, Northamptonshire, NN7 1DT
Phone Number 01604890330
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 136 (59% boys 41% girls)
Number of Pupils per Teacher 18.7
Percentage Free School Meals 4.1%
Percentage English is Not First Language 0.7%

Information about the school

Denton Primary is significantly smaller than the average primary school. The overwhelming majority of pupils are of White British heritage and none are at the early stages of learning English. Pupils in years 1 to 6 are taught in mixed aged classes. The proportion of pupils with special educational needs and/or disabilities is above the national average, as is the proportion of pupils who have a statement of special educational needs. The proportion known to be eligible for free school meals is significantly below the national average. More pupils join or leave the school partway through the school year than is the case in schools nationally. Early Years Foundation Stage provision is provided for children in the Reception class. The school has introduced a breakfast club for pupils since the last inspection. The school has achieved National Healthy School status, the Activemark and the Primary Geography Quality Mark.

Main findings

Denton Primary is a good school with rising standards. The leadership has effectively driven up the quality of teaching and learning and is rigorous in monitoring standards throughout the school. Attainment by the end of Key Stage 2 has been above the national average for the last three years. At the end of Year 2 attainment is well above average in reading and, especially, in writing. This reflects the successful efforts of the school to raise attainment in writing. Evidence from lessons and from pupils’ books show progress is accelerating for all groups of pupils, including those with special educational needs and/or disabilities. The school is vigilant in dealing with dips in learning. Rigorous procedures enable early identification of any changes in a pupil’s progress. Where necessary, well-focused individual action plans help pupils get back on track. The quality of teaching and learning is good. Teachers use effective questioning skills to check pupils’ thinking. Opportunities to use and apply mathematical skills, for example in problem solving activities, are not taken often enough in lessons. Tasks in lessons build carefully on prior attainment to ensure the correct level of individual challenge, although this is not always adequate for more able pupils. This means that a few more able pupils are not challenged fully in all lessons. Teachers often use marking to inform pupils of how well they are doing and set next steps, but this is not consistent, particularly in mathematics. The involvement of pupils in assessing their own work and that of others is also variable. This means that pupils do not have a deep understanding of how to improve their work. The good, creative, curriculum is enhancing pupils’ enjoyment of their learning by establishing links between subjects and giving opportunities to use skills in different situations. All pupils receive good care, guidance and support. The inclusion manager works effectively with outside agencies to ensure that the needs of pupils who find school challenging are met, especially those who may be vulnerable. The school makes good use of partnerships, particularly with neighbouring schools, to enhance provision. Pupils have a good understanding of how to keep themselves safe, and parents and carers endorse the view that the school is safe. Their enjoyment of school is confirmed by their high attendance. The ’family ethos’ is appreciated by parents and carers because everyone is respected as an equal. Effective relationships between staff and pupils helps pupils distinguish right from wrong. In lessons, pupils’ good attitudes to learning are clearly shown by their good behaviour and their efforts to do their best. There is a good capacity to sustain improvement. Self-evaluation is robust and accurate and there is a clear focus on raising standards overall and pupils’ attainment. The determined and inclusive leadership provided by the headteacher supports effective teaching and learning. The governing body takes its role seriously and hold the school to account through careful monitoring and evaluation. They have a community cohesion action plan and are implementing measures to help pupils to raise their awareness of life and culture in Great Britain and the wider world, although the monitoring of pupils’ outcomes is not yet rigorous enough.