Stretton Handley Church of England Primary School

Highlights from Latest Inspection

Outcome

Stretton Handley Church of England Primary School continues to be a good school.

What is it like to attend this school?

This is a vibrant and welcoming small school with a caring ethos. The school's Christian values are expressed through its motto: 'Growing, caring and learning together'. All members of the school community share these values.

They are evident in all aspects of school life.

Parents and carers and pupils alike are proud of their school. Parents typically praise the 'dedicated staff' who enable their children to flourish.

Parents appreciate leaders' high expectations that nurture pupils' well-being and development. Pupils say that they feel happy an...d safe at school. Their behaviour is good, in lessons and around school.

Pupils feel sure that staff would deal with any worries or concerns that may arise. All agree that bullying is not a problem.

All pupils can access a wide range of extra-curricular clubs and activities.

These popular activities include singing, arts and crafts, nature, cooking and gardening, as well as a wide range of sports. Older pupils enjoy taking on roles of responsibility. These include membership of the school and church councils, being playground buddies and being part of the enterprise team.

These roles help pupils to develop good leadership and social skills.

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

Leaders have developed a curriculum that is ambitious for all pupils. This includes pupils with special educational needs and/or disabilities (SEND).

Leaders have prioritised the important knowledge and skills that pupils should gain, from the early years to Year 6. Leaders have given careful thought to their context as a very small school. All pupils learn in mixed-age classes.

Leaders and staff manage this challenge well. For example, leaders ensure that children in the early years receive the curriculum to which they are entitled, in line with their age and stage of development. Children in the early years are not disadvantaged by being in the same class as older pupils in Years 1 and 2.

In recent years, the school has experienced a period of significant change. This has included leadership, staffing and other changes. This has had an inevitable impact on the curriculum.

Due to increased pupil numbers, and the establishment of a third class, leaders are currently reorganising how the curriculum is delivered. This is a major piece of work, which is not yet complete. The curriculum is not yet fully mapped out across all subjects, in line with the new model.

Leaders prioritise reading, and the love of books, across the school. They have revitalised the school library. Staff encourage all pupils to read widely and with enjoyment.

Pupils who are in the early stages of reading receive effective teaching and support. They read from books that match the sounds they know. Pupils develop well as fluent, confident readers.

In mathematics, lessons follow a logical sequence. Teachers ensure that pupils learn the key facts they need to know before they move on to more complex tasks. Teachers spot any misunderstandings straight away.

Pupils enjoy mathematics and can confidently explain their learning.

Across the school, teachers regularly check how well pupils know and remember what they have been taught. Teachers use the findings of their assessments to plan any extra support that may be needed.

Leaders quickly identify any pupils with SEND. They work closely with parents and external agencies to address pupils' needs. Pupils with SEND receive effective support to access the full curriculum.

Leaders promote pupils' wider development very well. This is underpinned by their school and Christian values. There is a well-planned personal, social and health education curriculum that promotes all aspects of pupils' personal development.

Pupils of all ages develop a well-informed respect for cultural diversity. For example, all pupils have taken part in the Derby 'multi-faith walk' around the city. They are learning to value and celebrate each other's differences.

Pupils are well prepared for life in modern Britain.

Staff say that they feel valued and supported. They appreciate leaders' and governors' regard for their well-being and workload.

Members of the governing body share leaders' vision for the school. They take their role seriously and fulfil their statutory duties, having pupils' best interests at the forefront of their work.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that all safeguarding systems and procedures are robust. They have instilled in all staff a strong culture of safeguarding being everybody's responsibility. Leaders ensure that all staff are well informed by providing regular safeguarding training and updates.

Records show that staff are quick to identify concerns. Leaders respond by taking swift and appropriate actions.

Pupils learn how to keep themselves safe, including by learning about internet safety.

They know what to do to protect themselves and others from harmful behaviour and bullying.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In response to the school's changing circumstances, and the increasing number of pupils on roll, leaders are in the process of reorganising how the curriculum is implemented in the foundation subjects. This involves re-ordering the curriculum content and sequencing from a four-year to a two-year cycle.

This work is significant and is not yet complete. Leaders should ensure that they establish and embed a well-planned and sequenced curriculum that enables all pupils to know and remember more over time, in all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 second ungraded inspection since we judged the school to be good in September 2013.