Derby St Chad’s CofE Nursery and Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Derby St Chad's is a happy school, where pupils feel safe. Pupils are supported to be confident.

They are motivated to learn. They understand and meet the high expectations set by staff. Pupils proudly demonstrate the school's values of 'love, friendship, compassion and respect'.

Leaders ensure that pupils are prepared for the next stage in their education and for life in modern Britain.

Relationships between pupils and adults are very positive. Pupils are respectful and kind to each other.

They say that bullying is rare, and dealt with quickly by staff when it does happen. Pupils contribute to the life of the school. They take their responsibilities... seriously, for example as members of the school council and as reading buddies.

Pupils enjoy a wide range of experiences. They take part in craft sessions and in planting and gardening with parents and carers. Many attend the board games, sports and reading clubs.

Pupils are taught how to recycle. Pupils have lasting memories of visits to a farm, theatre and zoo. Parents value the support their children receive.

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

Leaders have constructed an ambitious curriculum for all pupils, including pupils with special educational needs and/or disabilities (SEND). Leaders have successfully developed the curriculum for mixed-age classes. Leaders ensure that most subject curriculum plans identify the key knowledge that pupils need to learn and when.

Leaders make sure that teachers' subject knowledge is secure. Teachers deliver the planned curriculum effectively in most subjects.

Teachers regularly check what pupils have learned and know.

Teachers identify and address gaps in pupils' knowledge. Teachers provide pupils with regular memory tasks to revisit what has been learned previously. Teachers focus strongly on key vocabulary in most subjects.

Leaders ensure that pupils with SEND access the same curriculum as their peers. Leaders identify pupils with SEND and support teachers to understand how they can meet these pupils' needs. Teachers receive training to support these pupils effectively.

Pupils who speak English as an additional language receive effective support.

Leaders have made reading a priority. Pupils quickly learn to read when they start in Reception.

All staff are trained to teach the systematic phonics programme. The daily phonics sessions are highly structured to enable pupils to build their learning. Teachers make sure that books are matched to the letters and sounds that pupils are learning.

Teachers read daily to, and with, pupils. Leaders identify pupils who may be falling behind in their reading. These pupils receive extra support to catch up.

Pupils say that they enjoy reading. They make good use of the school's, and local, libraries.

Children in the early years make a positive start to their education.

Leaders have developed a well-sequenced and ambitious curriculum. Children are prepared well for their next phase of learning. Leaders ensure that there is a sharp focus on developing children's communication and language in the early years.

Children enjoy learning through well-planned activities. Teachers check children's learning regularly to identify their next steps in learning. Teachers work with parents to help them support their children's learning at home.

Pupils have a positive attitude to their learning. They behave well in lessons and around school. Pupils who require additional help are provided with appropriate support to develop their behaviour.

Leaders monitor pupils' absences closely and work with families to improve regular attendance. However, some pupils are absent too often. These pupils miss important aspects of their learning.

Leaders make sure that pupils' personal development is a strength of the school. It is at the core of everything the school does. Leaders provide opportunities and experiences that broaden pupils' horizons and deepen cultural understanding.

Pupils learn how to debate important issues. This enables pupils to understand difference and to be tolerant and respectful of others. Pupils understand fundamental British values.

They develop a strong understanding of world religions. Pupils learn to keep themselves healthy and safe. They learn about healthy relationships at an age-appropriate level.

Leaders make successful links to the local community and local charities. These are helping pupils to become responsible and thoughtful citizens.

Staff enjoy working at the school.

They say that leaders consider their well-being and workload. Governors are very well informed about the school. They hold leaders to account and support them to bring about improvements.

Governors fulfil their statutory responsibilities well.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have prioritised the safeguarding of all pupils.

Leaders provide staff with regular training and weekly safeguarding updates. Staff have the expertise to identify and report safeguarding concerns.

Leaders work closely with external organisations.

They make sure that pupils and their families get the right support. Staff regularly check on the welfare of pupils to ensure that all pupils are safe. Leaders maintain thorough safeguarding records.

Leaders make sure that pupils learn how to keep themselves safe. Pupils learn about road safety. Pupils learn how to stay safe when using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have made sure that most subject curriculums are well planned and sequenced, with the key knowledge pupils need to know identified. Leaders ensure that core subjects are implemented well. However, in some foundation subjects, the planned curriculums are not as well implemented.

As a result, teaching does not focus sharply on the key knowledge pupils need to learn. Some pupils do not learn and remember what they need to in these subjects. Leaders should ensure that teachers have the expertise to deliver the intended curriculum in all subjects.

• Too many pupils do not attend school regularly enough. As a result, they do not benefit from the curriculum and wider experiences offered by the school. Leaders need to work with parents to challenge and support them to help their children attend school regularly.