|Name||Sharley Park Community Primary School|
|Address||Sharley Park Community Primary School, Pilsley Road, Danesmoor, Chesterfield, S45 9BN|
|Religious Character||Does Not Apply|
|Number of Pupils||411 (53.3% boys 46.7% girls)|
|Number of Pupils per Teacher||24.3|
|Percentage Free School Meals||43.3%|
|Percentage English is Not First Language||2.7%|
|Pupils with SEN Support||20.2%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The great majority of pupils are from White British backgrounds.
The proportion of disadvantaged pupils is well above the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress at the end of Year 6.
The school has two co-headteachers. Erika Thornhill joined the school as headteacher in September 2014. From September 2017, she has shared this role with the former deputy headteacher, Nicola Stevenson.
Summary of key findings for parents and pupils
This is a good school The two headteachers are strong, passionate leaders. They work well together. They are ambitious for their pupils and so have high expectations of staff.
As a result, the quality of teaching is good. Leaders know where the school still needs to improve. They focus their improvement work on a few key priorities.
They check carefully that their actions to bring about better teaching and learning are having a positive impact. Middle leaders play an increasingly effective role in driving school improvement. Newly qualified teachers speak very highly of the help and advice they receive from colleagues.
Pupils in key stages 1 and 2 make good progress in reading, writing and mathematics. However, some teachers do not track closely pupils’ personal reading and encourage them to read widely. Children in Reception Year love their learning.
The proportion who reach a good level of development at the end of early years is increasing year on year. However, disadvantaged children do not attain as highly as other children. Governors visit the school regularly.
They want the very best for the pupils. They check carefully that the school’s leaders are continually improving the quality of education. Most teachers use lesson time very effectively.
They provide work that enables pupils of all abilities to make good progress. In a small minority of lessons, however, the tasks set are not well chosen and learning is slower. Work recorded in the pupils’ cross-curriculum books, such as history and geography work, varies in quality.
Pupils’ books show that, at times, expectations are not high enough. Pupils are good ambassadors for the school. They behave well and look after one another.
However, a small minority of parents are less positive about behaviour in school. Teaching assistants make a strong contribution to the school’s work. They are an essential part of the teaching team.
The curriculum is rich and broad. Pupils enjoy an exciting range of experiences during the school day. They have plenty of opportunities to take part in a range of after-school clubs.
Pupils are well cared for. From the moment pupils enter the school, staff keep a close eye on their well-being. The support for the most vulnerable pupils, and their families, is strong.