Derry Hill Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

There is a strong sense of community at Derry Hill Primary School. The school is friendly and welcoming.

Pupils are proud of their school. They enjoy attending and do so regularly. Relationships between pupils and adults are positive.

Pupils appreciate the care and support that they receive from staff. They know that there are adults to talk to if they have a concern. As a result, pupils feel safe.

The school's vision 'let your light shine' sets out its ambition. The school has made improvements to the quality of the curriculum. However, some changes are in their early stages and the school's ambition is not yet fully realised.

The school's behaviour... policy sets out clear expectations for all. Pupils know the 'golden rules' well. Pupils are polite and well mannered.

They are keen to do well.

Pupils proudly take on leadership roles, such as head boy and head girl, and membership of the school council. Reading ambassadors eagerly take care of the school library.

They help promote a love of reading with other children across the school. For example, running a competition to decorate a wooden spoon as their favourite book character as part of World Book Day.

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

The school has designed a curriculum that is broad and balanced.

The curriculum sets out what pupils need to learn, including in the early years. The wider curriculum is well sequenced. It identifies the small steps in learning that pupils need to take.

There is a strong emphasis on vocabulary. Teachers model this well to help pupils develop their understanding. There have been a number of changes to leadership and staffing.

Nonetheless, the school has begun to address some of the weaknesses in provision that are evident in the most recent key stage 2 published outcomes.

There is a strong emphasis on early reading. This starts in reception where children get off to a great start.

The school has implemented a new phonics scheme. Staff are well trained in phonics and skilfully teach the programme. Staff identify when pupils are falling behind and swiftly provide support to help them to catch up.

Pupils read books that match the sounds that they know. This helps them to develop fluency and confidence. Older pupils relish the chance to read.

They talk enthusiastically about their favourite genres and authors.

However, other areas of the English curriculum, beyond phonics, are not yet fully developed. Here, the curriculum lacks coherence and does not yet ensure that learning is sequential.

It sets out what pupils need to learn but not when they need to learn it. This means that pupils do not build on what they already know. This is particularly evident in the quality of pupils' writing.

The school is reviewing and updating the curriculum in some subjects. This is in its early stage of implementation and is yet to have a demonstrable impact. In some subjects, pupils talk confidently about their most recent learning, but some struggle to remember what they have learned in the past.

Teachers check what pupils know and can do within lessons to identify misconceptions and gaps in learning. However, teaching does not use assessment information precisely enough in all subjects, to inform next steps in learning. As a result, some pupils have gaps in their understanding that persist in some subjects.

Pupils with special educational needs and/or disabilities (SEND) are quickly identified. Staff put support in place to help them. Staff know pupils well and are attentive to their needs.

Pupils strive to uphold the school values. They can articulate them well and understand how they help them to know how to treat others. Pupils develop a clear understanding of equality and diversity.

They recognise and celebrate difference. Pupils understand the importance of treating everyone fairly.

Staff enjoy working at the school.

Teachers appreciate the support they receive with their workload and well-being. However, staff do not always have the training they need to develop their curriculum expertise.

A number of parents raise concerns about the school.

They do not always feel that the school addresses these concerns. Some parents feel the school does not communicate with them well or meet their child's needs well enough.

Governors understand the school's priorities for improvements.

They fulfil their statutory duties and are fully committed to the development of the school and achieving its vision.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in some subjects, is being developed and is not yet fully in place.

Consequently, there is not enough coherence between what pupils will learn and when they will learn it so that knowledge builds sequentially on what they already know. This is evident in some aspects of the English curriculum, such as pupil's writing. The school needs to continue to develop the writing curriculum so that it makes clear the sequence of learning to support pupils with making progress.

• Leadership in some areas of the curriculum does not yet have sufficient oversight of the implementation of the curriculum. As a result, there is currently too much variance in how effectively pupils build a secure understanding. The school needs to strengthen leadership of the curriculum to ensure that it is implemented as planned, in order to secure improvements in pupils' outcomes.

A number of parents have a less favourable view of the school. Some parents do not feel that the school communicates as well as it could with them and that it does not always meet their child's academic needs. The school must continue to develop methods for engaging and communicating with parents to ensure that they are well informed and have greater confidence in the school's work.

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