|Name||Duke of Norfolk CofE Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||23 November 2017|
|Address||Royle Avenue, Glossop, Derbyshire, SK13 7RD|
|Religious Character||Church of England|
|Number of Pupils||313 (52% boys 48% girls)|
|Number of Pupils per Teacher||25.2|
|Percentage Free School Meals||8.6%|
|Percentage English is Not First Language||0.6%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The proportions of pupils from minority ethnic backgrounds and who speak English as an additional language are much lower than average. The proportion of pupils who have SEN and/or disabilities is lower than average. The proportion of disadvantaged pupils is below average. In 2017, the school met the government’s current floor standards, which are the minimum expectations for pupils’ progress in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders do not track closely enough the progress of pupils in reading, writing and mathematics. Leaders and governors do not know how individual and different groups of pupils, including disadvantaged pupils, are progressing over time. Governors have not challenged the school’s leaders over the recent decline in pupils’ progress by the end of key stage 2. Despite strong attainment, too many pupils have not made the progress of which they are capable. Leaders do not write precise enough plans for their areas of responsibility. Governors cannot, therefore, hold leaders to account for their actions. Leaders have not received appropriate training and support to help them carry out their roles effectively. Teachers do not give pupils opportunities frequently enough to write at length in subjects across the curriculum. Teachers do not move pupils quickly enough onto more challenging work in mathematics. The quality of teaching, learning and assessment has declined since the previous inspection. The staff have insufficient opportunities to learn from each other and from colleagues in other schools. Adults in the early years do not assess children well enough to be able to plan precise next steps in children’s learning. The most able children, in particular, do not make as much progress as they should. The school has the following strengths Pupils’ conduct is good. They are polite and behave well in classrooms, corridors and when playing outside. Pupils experience a broad and balanced curriculum, with a good mixture of extra-curricular activities. The activities include residential visits, music and sporting opportunities. Pupils’ attendance is good. Rates of attendance are above the national average. Rates of persistent absence are below the national average. The majority of parents hold a positive view of the school. They report that their children are happy, safe and cared for well.