Village Primary Academy

Name Village Primary Academy
Ofsted Inspection Rating Good
Inspection Date 28 November 2017
Address Village Street, Normanton, Derby, Derbyshire, DE23 8DF
Phone Number 01332766492
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 705 (47% boys 53% girls)
Number of Pupils per Teacher 17.4
Academy Sponsor The Harmony Trust Ltd
Local Authority Derby
Percentage Free School Meals 29.5%
Percentage English is Not First Language 48.9%
Persisitent Absence 9%
Pupils with SEN Support 19.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Village Primary School became part of a federation with another school, Alvaston Junior Community School, in September 2013. The former headteacher became the executive headteacher of both schools and the former deputy headteacher became the head of school at Village Primary School. The school is much larger than the average-sized primary school. The school has a breakfast and after-school club. The school meets requirements on the publication of specified information on its website. The minority of pupils are of white British heritage. The proportions of pupils from minority ethnic backgrounds and who speak English as an additional language are above the national averages. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. In 2017, the school met the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school Leaders’ actions are improving standards in reading, writing, mathematics and other subjects. The school has a strong ethos of mutual respect. Pupils understand, respect and celebrate diversity. Pupils are prepared well for life in modern Britain. Pupils behave well at all times. They are polite and their conduct is impeccable. Children in the early years make a good start to their school life. From their starting points, children make good progress. Standards in key stage 1 for reading, writing and mathematics improved in 2017 and are close to the national averages. Pupils make rapid progress in improving their skills in reading and writing. Pupils of all abilities produce work to a good standard. Teachers use visual imagery and apparatus to help pupils understand mathematical concepts. Teachers provide pupils with regular opportunities to develop their problem-solving and reasoning skills in mathematics. Teachers are enthusiastic and relationships are positive. As a result, pupils have positive attitudes to learning. Teachers use questioning skilfully to check pupils’ understanding and deepen their thinking. Teaching assistants provide effective support for pupils’ learning. Teachers place strong emphasis on teaching pupils to understand important vocabulary in different subjects. Sometimes, the least and most able pupils, including those who are disadvantaged, do not consistently make the progress they should, particularly in mathematics. Teachers’ expectations for the quality and quantity of pupils’ work are not consistently high in different subjects. Leaders have not ensured that school initiatives are implemented effectively by all teachers. Leaders’ actions have ensured that attendance, including that of disadvantaged pupils, has improved. Attendance, however, is still too low. Leaders’ plans for improvement do not focus sharply enough on pupils’ progress to help drive more rapid improvements. The governing body are not as effective as they could be in holding leaders to account for the impact of additional funding.