Wirksworth CofE Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Wirksworth Church of England Infant School is truly at the heart of its local community. Pupils are proud of their small, rural school.

They are happy, polite and kind to each other. They enjoy spending time together. Relationships between adults and pupils are nurturing and kind.

Pupils know that staff will listen to them and help with any worries that they have. As a result, pupils feel very happy and safe.

The school has high expectations for pupils' learning and behaviour.

Across the school, pupils, including those with special educational needs and/or disabilities (SEND), achieve well. Pupils live up to the school's high expectations for their b...ehaviour, typically behaving well.

Pupils have many opportunities to help others in school and in the local area.

Parents are overwhelmingly positive about the school, with one comment typical of many being: 'This is a caring school that goes above and beyond for their pupils. Pupils are always supported and are involved in lots of activities. Parents and carers are involved in these too, making it feel like a community.

The teachers are all exceptional; they are kind and understanding to their pupils' needs.'

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

The school has designed a broad and ambitious curriculum that enables pupils to achieve well. It has clearly defined the sequence of learning from the early years to the end of key stage 1.

Staff have good subject knowledge as a result of the regular training they receive. Occasionally, some activity choices that staff make do not help some pupils to deepen their knowledge and skills. This means that, at times, the delivery of the curriculum does not ensure that all pupils learn as well as they could.

The school checks that pupils know, and remember, key knowledge over time. Staff use assessment information well to shape future learning in key stage 1..

In the early years, staff do not use assessment robustly enough. This means that staff cannot always check with precision what children know and can do.

The school identifies the additional needs of pupils with SEND quickly.

It works well with parents and specialist professionals to ensure that these pupils get the help and support that they need. Plans to support pupils and children in the early years are detailed and precisely match their needs as outlined in their EHC plans. Professionals provide training so staff feel well informed about the different needs of the pupils they teach.

As a result, pupils with SEND achieve well.

The school prioritises reading. As soon as children start in the Reception Year, they rapidly learn to read.

Staff quickly spot any pupils who start to fall behind. These pupils receive the support they need to help them to keep up. As pupils move through the school, they read with increasing fluency, accuracy and expression.

This includes pupils who receive additional support.

Starting from the early years, clear routines are taught so that pupils know how to behave. Pupils typically behave well.

They demonstrate positive attitudes to learning and are keen to participate in lessons.

The opportunities for wider development are exceptional. The opportunities to develop pupils' character, and develop their talents and interests, are wide-ranging.

Pupils are proud to hold positions of leadership in school. For example, they enjoy being eco-councillors and mini leaders, as well as members of the values team. These roles means that pupils make a tangible contribution to the positive and caring culture of the school.

Pupils relish the 'sense of adventure' challenges and 'trails and tracks activities. They raise money for charities and craft with residents in the local care home. Pupils take an active part in the town well dressing and create collaborative art works with pupils from other schools to display in the town arts festival.

Pupils have an age-appropriate understanding of different faiths and cultures, for example they celebrate Diwali and Chinese New Year.

This school has recently undergone a period of substantial transition, with the merger of two schools. The governing body and school leaders have kept a sharp focus on maintaining high standards of education during this time.

Their keen oversight has ensured that this transition has been successful. Governors fulfil their statutory duties and take an active role in school life. Leaders are mindful of the workload challenges that staff can face working in a small school.

Staff are happy and proud to work in this school. Every member of staff has an unwavering commitment to supporting pupils to thrive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, some activity choices that staff make do not help some pupils to deepen their knowledge and skills over time, particularly where the curriculum is new and embedding. This means that, at times, the delivery of the curriculum does not ensure that all pupils learn as well as they could. The school should ensure that the curriculum is implemented consistently well, to enable pupils to develop a deep understanding of the intended curriculum.

• While the school has assessment systems in place to check how well children have developed their knowledge and skills in many areas of the early years framework, these are not all assessed robustly enough as a whole to see how well children are progressing. This means that staff cannot always check with precision what children know and can do, and therefore ensure interventions are in place to meet emerging needs. The school should continue to refine their assessment procedures to ensure that staff can reflect on what children know and thereby further improve the curriculum and its delivery.