Kniveton CofE Primary School

Highlights from Latest Inspection

Outcome

Kniveton C of E Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

The school has a strong community ethos.

It fosters a sense of belonging and purpose. Both staff and pupils embody and live daily the school's AIR (ambition, independent and respect) values.

Pupils are very proud of their school.

They are safe, happy and want to be at school. They are welcoming and polite. They know that adults look out for them, listen and provide help when needed.

Pupils' behaviour is respectful and positive. Most pupils meet the school's high expectations for their behaviour a...nd learning. The school's approach to improving behaviour is effective.

Pupils learn well.

Pupils have many opportunities to engage with a range of experiences. These include sporting, musical and creative opportunities.

The school is actively involved with the community. For example, pupils sang joyfully in their carol celebration and they make mature decisions about charity fundraising. Pupils enjoy a range of trips and visits that enrich their learning, including to the theatre and residential outdoor activity visits.

Parents and carers are overwhelmingly positive about the school. One parent, echoing the views of many, commented: 'The school has a real community, family feel and children are very happy; they enjoy their school life… Staff are approachable; they nurture the whole child.'

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

The school has a broad curriculum that reflects the ambition of the national curriculum.

Subject curriculums are well thought through. In mathematics, for example, pupils benefit from a curriculum that builds key learning over time. Pupils revisit previous learning and gain new knowledge.

They deepen their understanding of mathematical concepts from one term and year to the next. Staff skilfully enable pupils to acquire and develop mathematical reasoning and application skills very well.

The school ensures that all subject curriculums are suitably ambitious.

These curriculums are structured to enable pupils to learn key knowledge and skills over time. For example, in design technology, pupils develop their knowledge and skills in the designing, making and evaluation of teddy-bear waistcoats. However, the school does not ensure that the intended learning and planned curriculum are taught in full in some subjects.

Consequently, pupils' learning is not as secure in these subjects as it could be.

Staff have good subject knowledge, and they check pupils' learning. Staff provide clear explanations.

Resources are used effectively. Staff skilfully ensure that appropriate expectations are set for mixed-aged pupils in the three classes. Work is appropriately challenging.

Staff set high expectations of pupils' learning. Overall, pupils learn well during their time at the school and the end of Year 6 outcomes are particularly high.

The school ensures that pupils with special educational needs and/or disabilities (SEND) receive sensitive and appropriate support.

Staff identify and know these pupils' needs well. Teaching is adapted to enable pupils with SEND to learn the same curriculum as their peers. Provision for pupils with SEND is a real strength.

This positive provision is recognised by many parents.

The school prioritises reading. Younger pupils benefit from phonics that is delivered consistently well.

Staff check pupils' learning and ensure that pupils' pronunciation is accurate. The school ensures that pupils who need additional support with their reading are enabled to keep-up with their peers. Pupils learn to read fluently and confidently.

The school nurtures pupils' love of reading.

Children get off to a great start when they join the early years. Children learn through activities that interest and engage them.

Staff design activities that fully support children's personal, social and emotional development. Children benefit from wide-ranging opportunities that help them grow in self-confidence and know and remember more. They engage well with adults and each other.

Children follow well-established routines. Staff set high expectations, which children consistently meet.

The school promotes pupils' personal development well.

Pupils benefit from coherently planned activities and experiences. There is a strong focus on developing pupils' confidence and character. Pupils deepen their understanding of right and wrong.

They understand the importance of respect. They learn about the importance of physical and emotional health as well as age-appropriate relationships. However, pupils do not have sufficient opportunities to understand fundamental British values, such as democracy and the rule of law.

Leaders lead with passion and determination. They have a clear vision for the school. However, governors do not fulfil their responsibilities as well as they could.

They do not objectively know the school's strengths and improvement priorities. This limits how well they support and challenge leaders.

Staff are dedicated to, and are proud to be part of, the school.

Morale is positive. They recognise the school to be a supportive 'family.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school is not ensuring that all aspects of the intended learning are being taught in all foundation subjects during the academic year. Consequently, in some subjects, the knowledge that pupils develop over time is not as well developed as it could be. The school should ensure that pupils learn the full, planned curriculum in all subjects, thus enabling them to know, remember, and do more over time.

• The governing body does not have a sharp, strategic oversight of the school's provision. Consequently, it does not support or hold the school to account as well as it could. The school must ensure that the governing body has the necessary knowledge and skills to be able to provide appropriate support and challenge.

• Some aspects of pupils' personal development is not as comprehensive as it needs to be. As a result, pupils do not gain as deep an appreciation of fundamental British values as they could. The school must ensure that pupils are fully prepared for life in modern Britain.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2020.