Kirk Ireton C of E Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school.

They feel well cared for. They listen to each other's ideas with respect and consideration. Pupils learn that their opinions and views matter.

Their conduct and attitudes to learning are exemplary.

The youngest children settle quickly into school. They enjoy spending time with their older peers during social times.

Strong friendships form. Most parents and carers value the way in which their children are nurtured as individuals and the broad range of extra-curricular activities that the school offers.

Pupils consider how their small acts can have a positive impact on wider issues in society, such as homeless...ness.

They develop a strong moral compass and understand how they can make a difference to others. Pupils host tea parties for the local community, sharing memories of past times. The oldest pupils enjoy planning their own residential trips.

They map routes to places they visit, learn how to use public transport and organise events.

The school's vision of 'learning, achieving and growing together' is lived out through the curriculum. This curriculum is broad and rich and sets high expectations for what pupils can achieve.

However, in a few subjects, pupils struggle to recall fully the key knowledge the school intends.

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

The school's curriculum sets out what pupils will learn from early years through to Year 6. It is well considered and logical.

The curriculum carefully considers the specific knowledge that pupils will recall when taught in mixed-aged classes. Teachers know what to teach and when to teach it. They check pupils' starting points and adapt the curriculum accordingly.

Pupils are enthusiastic and enjoy learning. However, in a few aspects of the school's curriculum, pupils' recall is not as secure.

The curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

Staff have high aspirations for pupils with SEND. These pupils are supported well. They study the same curriculum as their peers.

Teachers organise the content of lessons carefully so pupils with SEND revisit, rehearse and build on what they need to know.

The school prioritises developing pupils' love of reading. Pupils in key stage 2 listen with enthusiasm to classical literature.

Younger children enjoy hearing the 'favourite five' stories repeatedly. This helps them to learn important language structures and vocabulary. Pupils at the early stages of reading are given activities that help them practise and develop their phonics knowledge.

They read books that are well matched to the sounds they know. Any pupils who fall behind with their reading are given prompt support. This help is precise and focuses on the specific gaps in their reading knowledge.

Clear routines for pupils' exemplary behaviour start in the early years. These high expectations are understood by all. Children show care and empathy when playing and working alongside their peers.

Teachers ensure that all of the activities help children learn key basic knowledge. This prepares children well for the rest of their schooling. Teachers support children in taking turns, developing their fine motor skills and learning about the world around them.

Recently introduced teaching strategies provide pupils in Years 1 and 2 with useful opportunities to revisit and rehearse essential early knowledge.

The school prioritises pupils' attendance. Staff ensure that families get the support necessary before attendance falls below the school's high expectations.

As a result, attendance is high.

The school's personal development programme is impressive. Its aim is for pupils to 'develop into extraordinary young people'.

Pupils are encouraged to consider possible career paths in the future. This includes trips chosen carefully to raise aspirations such as spending a day at Oxford University. Pupils learn how to budget and manage their money.

They have a deep appreciation of rights and responsibilities and equality and diversity. Pupils develop mature and sensitive attitudes to issues in wider society. Any pupils who need extra help to manage their emotions are expertly supported so that, over time, they thrive.

Pupils' talents and interests are nurtured. All pupils learn to play a musical instrument and take part in sporting competitions.

Staff are proud to work at this inclusive school.

They feel valued and appreciated. They recognise how the school supports their workload and develops their expertise to teach the curriculum.

Governors have a secure understanding of the school's strengths and areas for development.

They use the school's resources effectively to ensure all pupils are provided with an appropriate curriculum. Governors make the necessary checks to fulfil their roles and responsibilities.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, pupils are not able to recall the key knowledge as well as the school intends. In these curriculum areas, pupils do not develop the depth of understanding of the subject content they are capable of. The school must ensure that, in each subject, pupils can remember and articulate the knowledge identified so they are best prepared for the next stage in their learning.