St Denys Church of England Infant School, Ibstock

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in this happy and welcoming school. All staff know each child individually well. Pupils show great confidence in a nurturing environment.

They are well supported if they feel any worries or insecurity.

Pupils are encouraged to become wise, kind and caring members of society. The 'school code' helps them to live up to the high expectations for their behaviour.

The school has a calm but productive atmosphere. Pupils join in enthusiastically with all the school has to offer.

The engaging curriculum enthuses pupils and prepares them well for their next stage.

Their learning is enhanced by many trips and visitors. Visiting a local... colliery helped pupils to learn about George Stephenson's impact on coal mining. Visitors of different faiths enhance pupils' knowledge of different religious practices.

Older pupils develop character and independence through experiences such as a residential trip to Sherwood Forest. Pupils develop talents by singing in the choir or joining clubs. The school has inspired some talented runners through the cross-country club.

Events like 'Community Week' teach pupils about citizenship and responsibility. For example, pupils picked litter and sang in a local residential home. Older pupils are proud of their roles as play leaders or serving on the pupil or eco council.

They say, 'We always work together.'

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

From children's first days of school, learning to read well is prioritised. All staff are experts in teaching phonics.

The school successfully engages with parents and carers to ensure that pupils continue their practise with phonics and reading at home. Staff check pupils' knowledge regularly and provide swift and effective support when needed. Pupils quickly become fluent readers.

They apply their knowledge of phonics confidently when they are writing. The school is increasing pupils' enjoyment of reading. Pupils relish visiting the school library, where their teacher reads inspiring texts from the 'story suitcase'.

In class, pupils vote for story-time books and are inspired to make their own recommendations.

The curriculum has been revamped to ensure that it is ambitious and reflects pupils' needs and their locality. The important knowledge pupils need to learn is clearly identified and well sequenced.

Teachers explain and model subject knowledge effectively. They ensure that pupils practise using important new words to explain their thinking. They ask effective questions to guide and check pupils' understanding.

Teachers provide engaging learning activities for pupils. However, sometimes, learning activities do not match the intended learning precisely enough. Sometimes, activities do not allow for pupils to develop detailed knowledge.

Additionally, pupils' completion of learning activities is sometimes not checked well enough. Therefore, misconceptions or insecurities in pupils' knowledge are sometimes not identified, which hinders their progress.

The school is committed to ensuring that all pupils can flourish.

Pupils who have special educational needs and/or disabilities (SEND) are swiftly identified. Skilled staff use a range of approaches to help pupils in the specialist resource base to access learning throughout the curriculum successfully. Across the school, many pupils with SEND are supported effectively.

The help given is based on a sound knowledge of these pupils' needs. However, the support for some pupils with SEND is not always helpful. This is because learning activities are sometimes not adapted sufficiently so these pupils can complete them with some independence.

The school ensures that pupils develop positive attitudes to learning from starting school. In the Reception Year, children learn to follow routines that are helpful. Teachers use games to develop children's listening skills.

Pupils of all ages mostly listen carefully to their teachers. They stay on task and engage with learning activities. They learn to work collaboratively.

They discuss ideas and are receptive to suggestions from their peers.

The provision for pupils' personal development is considered carefully. There is a strong emphasis on learning to be mentally and physically healthy.

Pupils learn strategies to manage their emotions and to let go of any worries. The school particularly ensures that pupils learn about life in modern Britain. Alongside the school's values, fundamental British values weave through the curriculum.

Pupils say, 'These make our world a better and safer place.' Pupils understand equality and inclusion. They say that 'everyone is welcome here' and have a growing knowledge and respect of different faiths and beliefs.

Governance has improved since the last inspection. Effective training has provided governors with a secure understanding of their role. They have put robust processes in place to check the school's effectiveness.

Staff are proud to work at the school. They feel leaders are considerate of their well-being. They are well supported to implement changes in the curriculum.

Staff workload is kept manageable.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, learning activities do not match the ambitions or intentions of the curriculum.

Additionally, learning is sometimes not checked well enough to identify and address any misconceptions or insecurities in pupils' knowledge. This means that pupils do not build knowledge as well or in as much depth as they could. The school should ensure that learning activities and the checks made on pupils' learning enable them to achieve consistently well.

• Learning activities are sometimes not adapted sufficiently well enough for some pupils with SEND to complete without considerable adult support. This means that these pupils cannot build knowledge successfully and learn with independence. The school should ensure that teaching is adapted effectively so all pupils, including those with SEND, can achieve well.