Darrington Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where everyone shines in their own unique way. The core values of 'peace, respect and friendship' are at the heart of the school's work. Pupils are polite and considerate to each other and with adults.

They nominate other pupils for the 'Recognition Board', where achievements are celebrated.

The school is calm and orderly. Pupils are happy and safe here.

Lessons are rarely disrupted. At social times, pupils cooperate and play well together. Some pupils lead games on the playground.

Everyone has someone to talk to if they have a worry. Pupils say that adults help them to sort out friendship problems together.

Pupils' spiritua...l and moral development is a strength.

Children explore topical issues through 'picture news' and have the chance to discuss and debate current and world issues. Some pupils aspire to become 'Worship Wonderers' and lead worship in school.

Pupils understand healthy relationships.

They are beginning to understand equality and other important fundamental British values, such as democracy. Pupils feel that they have a voice through the school council. They write manifestos and take part in elections.

They understand that everyone's opinion counts.

New leaders at the school have brought about improvements to the quality of education. They are beginning to realise their ambitious plans.

As a result, in subjects such as English and mathematics, pupils achieve well.

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

Ensuring everyone learns to read is a top priority. Adults value weekly coaching and regular training on how to teach phonics effectively.

Books are well matched to the sounds pupils are learning. Pupils who need extra help receive the right support to catch up quickly.

In subjects such as history, English and mathematics, there are well considered curriculums in place.

In these subjects, pupils learn the curriculum well. Teachers check what pupils know. They use this to routinely address gaps in understanding.

As a result, pupils remember important knowledge over time and apply this to new learning. Some subject curriculums are very new. In these subjects, pupils have gaps in their knowledge and understanding.

Because teachers are not clear on the most important knowledge pupils need to learn in these subjects, they do not always make the right checks. As a result, gaps in understanding and misconceptions are not routinely identified or addressed.

In the early years, the curriculum is well considered.

Children benefit from a rich and varied curriculum. The provision is stimulating and exciting. As a result, children engage in activities with interest over time.

For example, children role played pumpkin farmers, made clay pots and prepared apples for snacks. These activities enabled children to practise counting and explore texture. This helped them to build their knowledge in mathematics and design technology.

A 'self-care station' is available for pupils to clean up after play. This enables them to build independence.

New school leaders have prioritised oracy and language development.

In the early years, adults model and repeat important words. Children remember these and repeat them back. This helps them to develop and extend their vocabulary.

Older pupils benefit from reading sessions, which also focus on building new vocabulary. Pupils explore unfamiliar words through talk. This helps them develop their understanding of complex vocabulary.

They then apply their understanding to make sense of new texts.

Most pupils with special educational needs and/or disabilities (SEND) are well supported. In early years, this is a significant strength.

Across the school, there are high-quality interventions, which help pupils build their reading and writing skills. There is also a sensory room for pupils who need it. Mostly, teachers carefully ensure that learning meets the needs of everyone.

This means all pupils build knowledge. However, this is not consistent across school.

Pupils behave well.

Lessons are rarely disrupted by poor behaviour. There are clear systems in place to manage behaviour and these are followed consistently. Relationships are strong between pupils and adults.

Pupils understand important British values, such as tolerance and respect. They understand what healthy relationships look like. Pupils benefit from reading books which represent diverse Britain.

For example, pupils spoke with interest about a story they had read about a refugee. This helps them to build an understanding of people who may be different from themselves.

Staff are overwhelmingly happy and proud to work at this school.

They say leaders take account of their workload. Governors make regular checks on the school's work. They source external services to ensure that they get an independent view about the quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, curriculum thinking is new. In these subjects, pupils have legacy gaps which are not routinely picked up or addressed.

This means that pupils do not achieve as well as they could in those subjects. The school should ensure that staff know exactly what key knowledge pupils need to master. They should identify gaps in pupils' existing knowledge and address these and any misconceptions consistently.

Some teachers are not confident in how to best to meet the needs of pupils with SEND. This means that these pupils do not access lessons as well as their peers. The school should ensure that all teachers understand how to meet the needs of pupils with SEND so that everyone makes strong progress across the curriculum.