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Care, curiosity and determination are the values that permeate this highly inclusive, happy school. Together, pupils and adults create a learning environment where all can thrive.
Pupils encourage each other and are kind. They take responsibility for themselves and for one another. Pupils feel safe and can be themselves.
They meet the very high expectations the school sets for them.
Pupils find learning exciting. In lessons, they enjoy working hard, both independently and in groups.
They achieve well.
Outdoor learning is a priority. The 'calm corner' and forest school help to promote pupils' physical and emotional well-being.
Pupils... love playing together outside and get on with each other extremely well.'
Markeaton MINDS' is the school's exceptional approach to developing pupils' learning habits and character. For example, 'M' stands for 'more than just me'.
Pupils show this when they collaborate as learners or contribute to the life of the school. Pupil captains and champions organise activities, assemblies and clubs for others. They are positive role models.
Parents and carers unanimously recommend the school. They praise the school's welcoming, caring ethos. Parents of children with special educational needs and/or disabilities (SEND) value the school's work to support these children and their families.
What does the school do well and what does it need to do better?
The school's ambitious curriculum has been planned meticulously. It provides pupils with a rich academic and cultural programme of learning. The key knowledge, skills and vocabulary pupils should learn has been set out clearly in each subject.
The school has carefully chosen the diverse texts, artists and events pupils should study. Staff makes suitable adaptations to learning to ensure that pupils with SEND access the curriculum successfully.
Teachers present new information clearly.
They provide models and examples to support pupils' understanding. They check pupils' learning and resolve most misconceptions promptly. Pupils revisit essential skills and knowledge in the 'fast fours' and 'final fours'.
This helps them to know and remember more. Pupils achieve well, producing high-quality work. Occasionally, teachers do not give pupils opportunities to practise or apply their learning.
When this is the case, pupils do not have the chance to secure or deepen their learning as well as they could.
Children get off to a strong start in the Reception Year. The curriculum and provision promote children's emotional security and character development.
For example, the 'Markeaton Achievosaurs' approach successfully teaches children about being kind, happy, curious, independent and confident individuals. Children consistently demonstrate positive attitudes to learning. Interactions between adults and children usually focus sharply on developing children's language and communication.
Reading is a high priority. From the start of the Reception Year, children learn phonics from expert teachers. The school provides books that help pupils practise the sounds they are learning.
Teachers often check how well pupils are progressing through the reading programme. Pupils who need help to improve their reading benefit from effective support. Pupils are enthusiastic about reading and stories.
They value the high-quality books and online reading resources that are available. They enjoy listening when teachers read to them at the end of the school day.
The provision for pupils with SEND is strong.
Arrangements for identifying these pupils' needs are highly effective. The school prioritises involving parents in decisions about the provision. Pupils with SEND are supported closely by adults who know them well.
Help in lessons and in small groups has a demonstrable impact on the academic and personal development of these pupils.
There is a well-established culture of high expectations for pupils' behaviour. Pupils consistently meet these expectations.
Their conduct is exemplary. They are friendly, respectful and hard-working. They attend school well.
Pupils, including the most vulnerable, benefit consistently from excellent pastoral support. Adults are skilled in supporting pupils to be in school and ready to learn.
The provision for personal development is a significant strength of the school.
Pupils become leaders, debaters and active citizens. They contribute to their school and the wider community. The school provides a wide range of clubs and experiences that enable pupils to discover their talents and interests.
Pupils learn to respect and value diversity. As a result, they are well prepared to be successful in their next steps in education and in life.
Staff are proud to work at this school.
The school ensures that staff receive quality training. Skilled governors play a successful role in ensuring the school continues to improve.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, teachers do not provide pupils with enough opportunities to practise using and applying what they have learned. Consequently, pupils do not always develop their knowledge and skills as much as they could. The school should ensure that the work pupils are given allows them to secure and deepen their understanding across the curriculum.
