Denver Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils arrive at school happy and smiling. They are cared for by the staff and feel safe.

They enjoy their learning. The school's values of discover, value, celebrate and praise are apparent in all aspects of school life. Pupils are respectful and friendly to each other and to adults.

Pupils behave well. They know what is expected of them. Their learning is rarely dis-turbed by others' behaviour.

Bullying is rare. Pupils agree this is the case, but there are occasional acts of unkindness. Teachers deal with these quickly.

Pupils enjoy studying a broad and balanced curriculum. They respond well to teach-ers' high expectations and try to do the best th...ey can. Pupils achieve well.

Pupils are proud of their school. They are encouraged to take on leadership roles. They can join the eco or school councils.

They are excited about the outdoor learn-ing opportunities.The expressive arts are a feature of the school. Pupils enjoy their musical experi-ences.

Visits to the local church at Christmas and Easter help them become confi-dent in musical performance.Parents are positive about the work of leaders and staff. They would recommend the school to other parents.

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

Leaders have designed a curriculum that is broad and ambitious. They want learning to be exciting. Leaders have identified the knowledge they want pupils to learn.

The learning of this knowledge begins in the early years. In some subjects, such as mathematics and reading, the sequence in which pupils learn this knowledge has been expertly ordered. This helps pupils make strong progress.

However, in a small number of subjects where leaders are new, this is not the case. In these subjects, leaders have not identified clearly enough the order in which pupils will learn knowledge, so that it builds well on what pupils have learned before. This means that in some lessons teachers do not focus on the specific content they want pupils to learn and understand.

As a result, pupils do not make as strong progress in these subjects.Leaders have high aspirations for pupils with special educational needs and/or disa-bilities (SEND). Pupils with SEND learn the same curriculum as their classmates.

Teachers adapt their teaching and provide pupils with personalised support, where necessary, so that any barriers to learning are removed. As a result, pupils with SEND make strong progress in their learning and development.Leaders' reading curriculum is well thought through.

Children are introduced to reading from the very start in Reception. Phonics is taught consistently and well. Pu-pils read books matched to their phonics knowledge.

This helps pupils to practise their phonics knowledge and become fluent, accurate readers. Teachers spot pupils who have gaps in their reading knowledge. Staff effectively support them to catch up.

Pupils read a range of diverse texts, which helps them to develop a love of read-ing and extends their knowledge of the world.Teachers check on pupils' understanding thoroughly. They identify misunderstand-ings and provide further explanation and guidance to pupils.

This helps pupils to cor-rect any errors and misconceptions.Pupils behave well in lessons. They listen carefully to teachers and follow instruc-tions.

This means lessons flow smoothly. When moving around the school, pupils show good self-discipline. Pupils listen well to each other and remind each other of the rules when necessary.

They play sensibly in the playground. Children in the early years learn routines quickly. They soon develop positive attitudes to learning.

In the early years, teachers promote the development of children's communication skills. They read to them regularly. Teachers encourage children to think about and answer questions well.

Leaders promote pupils' personal development well. Pupils learn about diversity and difference. They learn to treat everyone equally.

Pupils know about the many differ-ent faiths and cultures in the world. They understand the meaning of democracy and how this affects them, for example, when they decide who will be on the school council. Pupils know how to stay safe and lead healthy lives.

Leaders prioritise the well-being of pupils and staff. All staff feel supported by lead-ers. Parents say that staff 'go above and beyond' to care for their children.

Leaders seek what is best for pupils. They listen to advice and feedback from professionals and parents well. Leaders and governors have an accurate understanding of the school's strengths and weaknesses.

They are ambitious to achieve further improvements. Governors visit the school regularly and check on the information leaders provide for them.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established effective systems to keep pupils safe. All staff take their responsibilities for the safeguarding of pupils seriously. Staff receive thorough training, so that they know what to do if they identify any concerns.

Leaders work with external agencies to make sure that vulnerable pupils and families get the support that they need. Detailed records of leaders' actions to manage concerns are well kept.Pupils know who to talk to if they have a worry.

They know that the adults will help them. They learn to stay safe in public places and online through their lessons and assemblies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject leaders are new to their role.

In a small number of subjects, these leaders have not identified precisely the subject knowledge that pupils need to learn or the order in which it should be taught. As a result, teachers do not always plan learning activities that build effectively on pupils' previous learning. Leaders need to ensure that subject leaders have precisely identified the knowledge that pupils should learn and the order in which the subject content is taught in all subjects, so that teachers plan lessons that help pupils build on previous learning more quickly and efficiently.