|Name||Pilsley CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 July 2012|
|Address||Pilsley Village, Bakewell, Derbyshire, DE45 1UF|
|Religious Character||Church of England|
|Number of Pupils||84 (39% boys 61% girls)|
|Number of Pupils per Teacher||15.3|
|Percentage Free School Meals||4.3%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||16.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
The school is very much smaller than the average-sized primary school and serves its local and surrounding area. Almost all pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is much lower than average. The proportion of disabled pupils and those with special educational needs supported by school action plus or with a statement of special educational needs is average. A higher than average proportion of pupils joins the school other than at the normal times. Pupils, including those in the Early Years Foundation Stage, are taught in classes of mixed ages. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school has achieved several awards including Healthy School status, Activemark, the International School award and it is an Eco-School. A small number of three-year-olds receive childcare in the nursery and this provision is managed by the governing body.
Pilsley is a good school where pupils achieve well. The school is good rather than outstanding because occasionally teaching is not challenging enough to ensure pupils make maximum progress. Sometimes, pupils’ spelling and punctuation are inaccurate and their handwriting untidy. Children make good progress in the Early Years Foundation Stage. Pupils’ attainment is broadly average by the end of Year 2 and above average by the end of Year 6, especially in reading and mathematics. Pupils of all abilities make good progress, and progress is improving. Teaching is good, and sometimes it is outstanding. Lessons are usually challenging, fast paced, and interesting, but occasionally work is not fully matched to pupils’ learning needs. Teachers’ marking is good and gives pupils clear information about how well they are doing, and what to do to improve their work, although pupils do not always follow the guidance they are given. Sometimes, adults give too much information to pupils rather than encouraging them to explain their own ideas or make decisions about their learning. Pupils’ behaviour is excellent and they are very enthusiastic learners, as their above average attendance shows. Unacceptable behaviour is extremely rare, and is dealt with swiftly and effectively. Pupils are exceptionally well cared for and the school ensures they are safe. Leaders have an accurate view of the school’s weaknesses and are effective in dealing with them. The management of teachers’ performance is rigorous, and supported by good professional development to help sustain high standards of teaching. A good curriculum enables pupils to enjoy a range of activities that promote their spiritual, moral, social and cultural development very well.