St Anne’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enjoy attending Baslow St Anne's school.

Pupils like their teachers and say, 'They are good fun and care about us.' Pupils say they like spending time with their friends. Playtime is enjoyable and everyone plays well together.

Leaders have high expectations of all pupils. Leaders work hard to meet their mission for every child and pupil to experience 'life in all its fullness'. They do this through 'growing healthy minds and hearts together' by ensuring that pupils follow the school's values of respect, kindness and diversity.

Pupils behave with consistently high levels of respect for staff and each other. Pupils are very proud of their s...chool. They all play a part in creating a welcoming family atmosphere.

Pupils see diversity as something to celebrate. They try hard to earn house points for their exceptional work or attitudes. Pupils work together to try to make their house the best of the year.

Bullying is rare. If it does happen, leaders act quickly to resolve it.

Parents and carers are delighted with the school.

They say that the school is 'warm and friendly'. One parent, typical of many, said, 'This is a fantastic rural school with some fantastic opportunities for the pupils.'

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

Leaders have ensured that pupils gain an in-depth understanding of the topics they study across the curriculum.

Pupils gradually build on their knowledge over time. They are able to recall well what they have previously learned. Pupils develop a rich vocabulary in all subjects.

For example, in computing, they know the meaning of such technical terms as 'algorithm' and 'bug'.

Teachers have strong subject knowledge in the subjects they teach. They present information clearly to pupils.

Teachers carefully choose activities to match what it is they want pupils to learn. Not all teachers use assessment consistently. In the foundation subjects, for example, they do not always check what pupils know well enough to be able to identify what pupils have learned.

Leaders have ambition for all children to be able to read well before starting Year 1. This ambition is realised for most children. There is a consistent approach to the teaching of phonics.

Teachers are quick to identify those pupils who may fall behind. Staff ensure that these pupils catch up quickly. Most pupils in key stages 1 and 2 read from books that match their phonic knowledge.

This is not the case for a small number of children in the early years. These children do not always have opportunities early enough to read books that might help them to become fluent readers.

Children in the early years make a good start to their education.

The environment is stimulating and welcoming for all children. They enjoy working and playing together. They learn to share and take turns.

Most children are well prepared for Year 1.

Leaders are ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). Teachers identify these pupils' additional needs quickly.

They provide support when it is required to help meet these needs. Teachers adapt their teaching to make learning accessible for all pupils.

Pupils' wider development is at the very core of all that the school community does.

Pupils learn about the importance of making a positive contribution to the life of the school and of the local community. For example, some pupils visit a centre for older people and are planning to sing and play board games with them, to support people who may feel lonely. Leaders ensure that every pupil leaves school with a good understanding of financial literacy.

Pupils are well prepared for secondary school.

Pupils recall well what they have learned about different faiths and cultures. For example, pupils know about different gods and can compare different types of worship to their own.

Pupils know the importance of being inclusive. They say they include everyone at St Anne's so that nobody feels left out.

Leaders ensure that pupils have the opportunities to develop their talents and interests.

Pupils attend a range of clubs, including judo, craft, science, technology, engineering and mathematics (STEM), choir and sports clubs. Younger children can access the STEM club at an age-appropriate level. The buddy system allows older pupils to demonstrate positive attitudes towards each other.

For example, a buddy may support any pupils who may be feeling sad.

All staff are proud to work at this school. They feel supported by leaders.

They say that leaders consider staff well-being and workload.

Governors know their school well. They challenge and support leaders effectively.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding pupils is a high priority for everyone. All staff are aware of the potential safeguarding risks to pupils.

Leaders identify pupils who may be at risk of harm. All staff report any concerns, no matter how small. Leaders act quickly to support pupils and their families.

They have developed strong relationships with external agencies, to find the correct support when necessary.

Pupils are taught how to keep themselves safe. They know about the risks they may encounter when online, including through the use of social media.

All pupils know where to get help should they need it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The resources used to support early reading broadly match the sounds pupils know for pupils in key stages 1 and 2. This is not always the case for children in the early years.

Some children are not able to practise reading books that fully match their phonic knowledge early enough. Leaders should ensure that all children in the early years have access to the books that match their phonic knowledge. ? Teachers regularly assess what pupils know in the core subjects.

However, leaders have not developed a consistent approach to assessment for the foundation subjects. As a result, teachers do not regularly check how successfully pupils learn the curriculum in the foundation subjects. Leaders should ensure that there is a consistent approach to assessment in the wider curriculum subjects so that teachers and leaders know precisely how successfully pupils have gained the knowledge from the topics they have studied.