Derwent Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly, inclusive school where pupils feel safe and happy.

The school's curriculum is ambitious for pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. It is carefully planned with the intent for all pupils to have the knowledge and self-discipline to become anything and anyone they want to be.

Pupils receive a good-quality education.

The teachers encourage pupils to be confident and curious learners. From Nursery Year, staff help children to develop their vocabulary. Teachers take time to help pupils to build their vocabulary.

They learn the meaning of words in different cont...exts. Leaders provide a range of activities for pupils to experience both in and out of school. These activities broaden pupils' understanding of the world.

Pupils' behaviour is good. Incidents of bullying are few. Leaders take each incident seriously.

Pupils are taught about the consequences of bullying. They know whom to talk to when worried. There are warm, caring relationships between staff and pupils.

Parents and carers are positive about the care and education their children receive. Many appreciate the support and guidance of school staff, who go above and beyond to help families in times of need.

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

Leaders have identified the essential knowledge and skills that they want pupils to learn before they leave the school.

There is a variety of wider experiences, trips and opportunities for pupils. Leaders are looking forward to these continuing at pace now that the pandemic restrictions have been lifted. Before the pandemic, pupils held positions of responsibility.

Pupils are beginning to take up these roles again. Playground Friends are already providing friendship at breaktimes. Pupils are about to elect a head boy and a head girl.

Teaching reading well is a priority for the school. Children in the Nursery classes develop early reading skills by learning about sounds and rhyme through songs, games and nursery rhymes. Children start to learn to read from the beginning of Reception Year.

There is a structured programme in place to teach phonics. All staff are trained to teach this programme. Teachers make sure that pupils can read and understand the books they read.

Leaders keep a close eye on how well pupils read. Pupils who struggle to keep up are well supported to catch up quickly by skilled staff. Leaders promote the joy of reading.

Pupils enjoy sharing and listening to stories read by their teachers. They are thrilled to take home the 'reading bug' toy and a specially chosen book to share with their family. A book of the month is displayed in the school library and shared across the school.

Pupils were eager to tell inspectors about the current book of the month, which celebrates diversity.

There is a well-sequenced and structured approach to the teaching of mathematics. It is clear what pupils need to know and remember from early years to Year 6.

Pupils can make connections in their learning. They can explain how they use their knowledge to help them to solve problems. Teachers check frequently that pupils can remember and apply their knowledge.

Where pupils, including those with SEND, need extra support, teachers break down learning into manageable chunks. They provide extra adult support and resources where necessary. Nevertheless, there are some inconsistencies in the teaching and implementation of the mathematics curriculum.

Leaders have identified these and are working with teachers to ensure that there is a consistent approach embedded across the school.

The science and history curriculums are well sequenced. They set out for teachers what knowledge pupils, including children in early years, need to know.

Scientific and historical knowledge build logically so that pupils can know more and remember more as they progress through school. Similarly, in design and technology and art, learning is set out logically for pupils to build knowledge and skills over time. However, as with mathematics, there are some inconsistencies in how these subjects are taught and implemented.

The board of trustees is determined for the school to make a positive difference to pupils' lives. The trustees believe that pupils are entitled to the best possible education and pastoral care. They have a comprehensive and realistic overview of the school's performance.

They check often that work to improve the school is on track and that pupils are safe and well cared for. They ensure that staff have good-quality training. Staff appreciate these opportunities to improve their practice.

They feel valued by leaders and are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

The safeguarding policy is up to date with the latest statutory guidance.

Staff are acutely aware of pupils' possible vulnerabilities. Safeguarding concerns are routinely discussed. Trustees keep a sharp eye on the effectiveness of safeguarding arrangements.

Leaders take swift and persistent actions when needed. They work effectively with external agencies to help pupils.

Leaders ensure that pupils are aware of potential risks to their safety.

The personal, social and health education curriculum teaches pupils about potential risks and how to manage them. It teaches pupils the importance of good mental and physical health, keeping safe online and about healthy relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have a clear intent for the curriculum.

They have outlined what they want pupils to learn and when. However, there are some inconsistencies in the teaching and implementation of some aspects in the curriculum. Leaders should ensure that all teachers understand how to teach pupils the important knowledge they need to know.