Taxal and Fernilee CofE Primary School

About Taxal and Fernilee CofE Primary School Browse Features

Taxal and Fernilee CofE Primary School

Name Taxal and Fernilee CofE Primary School
Ofsted Inspection Rating Good
Inspection Date 26 April 2012
Address Reddish Road, Whaley Bridge, High Peak, Derbyshire, SK23 7DL
Phone Number 01663733262
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 208 (46% boys 54% girls)
Number of Pupils per Teacher 25.4
Local Authority Derbyshire
Percentage Free School Meals 8.7%
Percentage English is Not First Language 0%
Persisitent Absence 1.6%
Pupils with SEN Support 5.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Taxal and Fernilee Church of England Primary is smaller than the average primary school. Almost all pupils come from White British backgrounds. The proportion of pupils known to be eligible for free school meals is well below average. The proportion of pupils supported by school action plus or with a statement of special educational needs is below average. The on-site breakfast club is managed by a private provider and did not form part of this inspection. The school holds Healthy Schools status, the bronze Eco-School award and the Activemark in sport. The school meets the current floor standards, whereby the government sets the minimum expectations for attainment and progress.

Key findings

This is a good school, which has gone from strength to strength since its last inspection when it was judged to be satisfactory. It has acquired a good capacity to improve, which has been a key factor in improving the quality of teaching and pupils’ achievement. The school is not yet outstanding because : not all aspects of teaching, monitoring and evaluation are of the highest possible standard. Pupils make good progress as they move through the school. As a result, their attainment at the end of Key Stage 2 is above average. Teaching is good. Teachers display secure subject knowledge and ask searching questions. The use of sustained discussion to promote pupils’ learning is variable, as are the expectations for the more able. Pupils’ skills in assessing their own performance are not consistently secure. Senior leaders provide a range of opportunities for teachers to develop their classroom practice. Behaviour is good in lessons and around the school. Pupils demonstrate positive attitudes to learning and engage with activities in lessons without prompting. They are considerate and care for each other. Attendance remains above average. Pupils feel safe. The determined leadership provided by the headteacher, other leaders and the governing body is central to the school’s success. The school’s self-evaluation is accurate and suitably informs priorities for further development and foci for the management of performance of teachers. Even so, benchmarks to assess the success of measures taken are not always clear or verifiable. Monitoring and evaluation are regular features in the life of the school, although the relevant skills of some staff, particularly middle leaders, are not sufficiently fine-tuned to be fully effective.