Fritchley CofE (Aided) Primary & Nursery School

About Fritchley CofE (Aided) Primary & Nursery School Browse Features

Fritchley CofE (Aided) Primary & Nursery School

Name Fritchley CofE (Aided) Primary & Nursery School
Ofsted Inspection Rating Good
Inspection Date 11 December 2018
Address Church Street, Fritchley, Belper, Derbyshire, DE56 2FQ
Phone Number 01773852216
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 73 (47% boys 53% girls)
Number of Pupils per Teacher 15.3
Local Authority Derbyshire
Percentage Free School Meals 10.6%
Percentage English is Not First Language 0%
Persisitent Absence 5.3%
Pupils with SEN Support 9.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than the average-sized primary school. The proportion of pupils who speak English as an additional language is well below average. The proportion of pupils supported by the pupil premium funding is slightly below average. The proportion of pupils with SEND is average. The school is designated as having a religious character and received a Section 48 inspection on 5 December 2014.

Summary of key findings for parents and pupils

This is a good school Leaders have high expectations of pupils, and the effective leadership team has brought about whole-school improvement. Leaders are accurate in their evaluation of the strengths and weaknesses of the school. This means that they are taking the correct action to drive further improvement. Leaders have taken effective action to improve boys’ writing over time. Boys are making stronger progress in writing than they have previously. Pupils are taught well and make good overall progress. Teachers have high expectations and regularly check pupils’ progress so that they can adapt the work to meet individual needs. In mathematics, work is not consistently demanding enough for the most able. Not all teachers develop pupils’ mathematical fluency and reasoning skills well enough. Disadvantaged pupils are making good progress. Teachers precisely identify their individual needs and set challenging work. Because some approaches to teaching are new, leaders have not been able to check that, over the longer term, they are having the impact they intend. Pupils behave well in lessons and around school. Their behaviour reflects the strong values of care for others and their school. Pupils are proud of their school. The curriculum is broad and balanced. It provides pupils with rich experiences which make learning memorable. Governors know the school well and hold leaders to account for the progress that pupils make. Outstanding leadership of the early years ensures that children make strong progress and are very well prepared for key stage 1. Pupils’ social and emotional needs are met very well because of the wide-ranging provision leaders have put in place. The work of leaders and staff to keep pupils safe is effective. Parents and pupils say that school staff care for pupils very well, and pupils say that they are safe and happy at the school. Middle leaders other than those for English and mathematics have a limited knowledge of pupils’ learning in the subjects for which they are responsible. This hampers their ability to ensure that pupils make as much progress as they do in reading, writing and mathematics.