|Name||Fitzherbert CofE (Aided) Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 May 2012|
|Address||Ashes Lane, Fenny Bentley, Ashbourne, Derbyshire, DE6 1LD|
|Religious Character||Church of England|
|Number of Pupils||Unknown|
|Percentage Free School Meals||12.2%|
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.
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.