Crich Carr CofE Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

There have been many recent changes in leadership and staffing.

Leaders have worked hard to develop a strong team. Leaders and staff want all pupils to achieve well.

Pupils are proud of their school and enjoy learning.

There are a range of clubs and activities for them to try, and th...ey can learn a musical instrument.

Staff know the pupils and their families well. Parents are positive about the school, a typical comment being: 'This is an amazing school in all it does for the children.'



Relationships between adults and pupils are respectful and trusting. Most pupils understand and follow the school rules and routines. They value the rewards for positive attitudes and behaviour.

Pupils feel safe in school. They comment that bullying is rare.

In some subjects, leaders have not considered well enough the knowledge they want pupils to learn and when.

What does the school do well and what does it need to do better?

Leaders have developed a broad and ambitious curriculum. They have considered what pupils need to learn and when. Some subjects, such as mathematics and geography, are further developed than others because staff have sequenced pupils' learning in a logical order.

In other subjects, such as computing, the planning and sequencing are not sufficiently detailed. Leaders have not thought carefully enough about what exactly pupils should learn.

The curriculum for mathematics identifies what pupils should learn, starting from the early years.

It is clear how knowledge builds over time. The subject leader has begun to check how well pupils know and remember the intended curriculum. She provides staff with effective support.

However, some teachers do not explain new learning well enough for pupils to understand and complete tasks successfully. Some teachers do not use assessment precisely enough. This means that they do not know how well pupils are learning or where they may need extra help.

The geography curriculum is taught in a three-year cycle. The subject content and the sequence of learning are set out with precision. Teachers explain new learning clearly.

They assess pupils' understanding regularly. Pupils are able to recall recent learning, but do not always remember previous learning from other topics. As a result, they are not able to build their knowledge effectively over time.

Leaders have recently reviewed the teaching of early reading and phonics. They have introduced a new teaching approach that starts in the early years. Staff follow the agreed approach in a consistent way and receive appropriate training.

They use assessment to refine their teaching and provide support for pupils who need extra help to learn new sounds. Pupils read books that match the sounds they are learning. Teachers encourage pupils to read frequently both at home and at school.

Leaders have improved the range of books that pupils can choose from. Older and more confident readers say that they find these books sufficiently challenging. They comment that they would appreciate access to a larger range of books.

The early years environment is well organised for Reception and Nursery-age children. Adults encourage children to develop language from an early age. They help children to increase their vocabulary through reading stories.

Children have meaningful opportunities to acquire an understanding of the world around them.

Staff are quick to identify pupils with special educational needs and/or disabilities. They provide appropriate support.

Most of these pupils' needs are being met. The advice of external organisations, including support for pupils who have an autism spectrum disorder, is sought when required.

The school's work to support pupils' wider development is strong.

Pupils undertake a variety of off-site visits, including to science collections, residentials and places of interest. Pupils take on various roles and responsibilities to support the running of the school. They learn about faiths and cultures beyond their own experiences.

Pupils take an active role in their local community, particularly the local church. They raise money for international, national and local charities. Pupils learn about democracy, tolerance and the rule of law.

They are well prepared for the next steps in their education.

Safeguarding

The arrangements for safeguarding are effective.

Pupils' safety is a priority.

Leaders make sure that staff are well trained so that they know how to keep pupils safe. This knowledge is kept up to date. Leaders have clear systems in place to record any concerns.

They follow up these concerns effectively. Leaders work closely with external agencies so that pupils and their families get the help they need. Governors and the local authority regularly check the school's safeguarding procedures.

Leaders have ensured that the curriculum provides opportunities for pupils to learn how to stay safe. In lessons, pupils learn how to identify and respond to risks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While curriculum plans have been completed for all subjects, the implementation of these plans is at an early stage.

Leaders, including subject leaders, have not yet fully evaluated the impact of these plans to check that pupils remember the key knowledge. Leaders should now prioritise monitoring activities and revise existing plans as needed to ensure that all pupils learn effectively.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in January 2013.