Frosterley Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly school.

Pupils get on well with each other. Instances of bullying and discriminatory behaviour are exceptionally rare. New pupils often arrive.

They are welcomed and settle in quickly. Relationships between staff and pupils are respectful and warm. Pupils trust adults and feel safe in school.

Pupils respond well to adults' high expectations. Adults are keen for all pupils to achieve as well as they can. They praise pupils when they master something they find tricky.

Behaviour is good. Pupils are attentive in lessons. They work hard and present their work to a high standard.

Younger pupils get on with tasks independently an...d are not distracted. Pupils work with a range of adults throughout the week and respond well to all. A very few pupils struggle to manage their own behaviour.

Adults support them well and learning is not disrupted.

Pupils are well prepared for life beyond school. For example, visits help pupils understand how life is different living in a city.

Pupils are thoughtful. Adults encourage pupils to think deeply about issues such as fairness, equality and discrimination. Older pupils enjoy the responsibilities they have in school.

Among the many roles, there are digital leaders and school councillors.

The school prioritises pupils' well-being. Participation in projects has helped them understand their emotions.

They use the well-being area in school purposefully.

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

The new curriculum is well designed so pupils build up their knowledge in small chunks. Over time, they learn more in different subjects.

For example, they understand what it is like to be a historian or a computer scientist. Pupils revisit 'treasured knowledge' to ensure that they remember it long term.

Staff check pupils' understanding regularly.

In mathematics, they ask probing questions and correct misunderstandings when they arise. They break learning down into smaller steps if pupils struggle. Action is taken to help pupils who have gaps in their knowledge.

This helps pupils to catch up. All staff, including teaching assistants, have good subject knowledge and teach accurately. Pupils respond well.

A well-structured phonics programme ensures pupils learn to read as quickly as possible. Expert staff guide pupils to read books well matched to their phonics knowledge. Pupils become enthusiastic, fluent readers.

Older pupils challenge themselves to read books with complex language, such as 'The Jungle Book'. Reading café adds to pupils' enjoyment of reading and their exposure to a rich range of vocabulary.

The school is ambitious for pupils with special educational needs and/or disabilities (SEND).

Most pupils get the right support and use the right resources. Occasionally, some pupils with SEND do not have their support targeted in small enough steps to ensure they progress as well as possible.

Children in the early years settle quickly, helped by caring adults.

Adults gently guide children to follow rules. They become confident and explore the properties of sand and water. They read books with adults and develop their vocabulary.

For children of Reception age, the curriculum builds up in small steps. They learn to read and gain mathematical knowledge. This is not the case in all areas of learning across the early years.

The curriculum is not detailed enough to develop children's understanding of the world effectively. Activities are not well matched to children's capabilities.

Pupils' wider development is strong.

Family group time encourages cooperation between older and younger pupils. Older pupils act as role models. Pupils listen to each other respectfully.

They consider each other's views. They understand the need for fairness and tolerance. Pupils learn about different faiths and lifestyles.

They are well prepared for life in modern Britain.

The federation with two other schools has brought significant benefits. Subject leaders are responsible for one or two subjects across the federation.

They now make a difference and have implemented an effective curriculum. This arrangement has also made a positive difference to staff's workload and well-being.

Governance is also more focused.

Governors now have good knowledge of the school's strengths and areas for development. They use their expertise well. They provide appropriate challenge and make important strategic decisions.

Currently, they find it difficult to check that new developments stay on track. This is because improvement plans are not precise enough.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, in the early years, adults do not stretch children as much as they are capable. At other times, activities are too demanding and do not build well on what children already know and can do. This is because the early years curriculum does not build up in small enough steps in some areas of learning, such as understanding the world.

Therefore, the school should ensure that the early years curriculum builds up in smaller steps in line with children's developmental stage in all areas of learning and development. ? On occasions, some pupils with SEND do not receive the precise support that they need. The school should further enhance plans to identify the small steps these pupils need to take to improve their learning.

• The school's improvement plan does not set out clear milestones and timescales for intended developments. This makes it difficult for the governing body to check that developments stay on track. Therefore, leaders should ensure that the school's improvement plan has more precise milestones and success criteria so governors can assure developments.