Fitzherbert CofE (Aided) Primary School

About Fitzherbert CofE (Aided) Primary School Browse Features

Fitzherbert CofE (Aided) Primary School

Name Fitzherbert CofE (Aided) Primary School
Ofsted Inspection Rating Good
Inspection Date 10 May 2012
Address Ashes Lane, Fenny Bentley, Ashbourne, Derbyshire, DE6 1LD
Phone Number 01335350362
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 49 (37% boys 63% girls)
Number of Pupils per Teacher 21.7
Local Authority Derbyshire
Percentage Free School Meals 13.7%
Percentage English is Not First Language 0%
Persisitent Absence 0%
Pupils with SEN Support 14.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a smaller than average-sized primary school. The proportion of pupils joining and leaving the school other than at the normal times is high. Almost all pupils attending this very small school are of a White British background. The proportion of the pupils known to be eligible for free school meals is below average. There is a smaller than average number of pupils from minority ethnic groups. The proportion of pupils supported by school action plus or with a statement of special educational needs is above average. The children in the Early Years Foundation Stage are taught in a mixed Reception/Key Stage 1 class. The school meets the current government floor standard, which sets the minimum expectations for attainment and progress. The school holds a number of nationally recognised awards including the FA Charter Standard, Healthy School Status, the Bronze Eco School, Activemark and Artsmark awards and the Full International School award.

Key findings

This is a good school. Good leadership and management ensure the school is rapidly improving. Pupils, staff, parents and carers overwhelmingly agree that the school has a happy, caring and family-like environment. The school is not outstanding because the proportion of consistently outstanding teaching is not yet high enough to ensure that pupils make the most rapid progress. Pupils make good and occasionally outstanding progress. Attainment is above average in both key stages. Progress in reading, writing and mathematics is good across the school. Teaching is good, and it is very often outstanding. Most lessons are interesting, challenging and fast paced. In the few lessons that are less interesting, pace and challenge are not sufficient. Many lessons have opportunities for pupils to work independently. Teachers have good subject knowledge. Many use good questioning to extend learning but this is inconsistent. Good leadership, including well-targeted professional development, has improved assessment, monitoring and tracking procedures leading to accurate lesson planning. Verbal feedback to pupils is excellent but marking does not always provide pupils with sufficient knowledge to move their learning on. Pupils’ well-developed sense of equality reflects the school’s successful work in promoting understanding of disability and difference. Their very positive attitudes towards others ensure that there is no bullying; pupils feel safe and behaviour is outstanding. Pupils have an excellent attitude to learning. The school’s success has been brought about by the dynamic leadership of the headteacher. With strong support from her staff, she has ensured that all share her determination to promote high-quality provision throughout the school. School leaders check the quality of teaching and manage performance rigorously and provide constructive advice and staff training. As a result, the quality of teaching and learning, and consequently pupils’ achievement, are constantly improving.