Denby Free CofE VA Primary School, located in Ripley, Derbyshire, underwent an inspection on June 7 and 8, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. The previous inspection in February 2018 had rated the school as good.
The school emphasizes community collaboration and respect, which is evident in the way pupils appreciate their individuality and learn about diverse communities. Parents and carers express pride in the school, highlighting the team's efforts to bring out the best in children. The community bus shelter outside the school serves as a hub for sharing information and fostering connections, particularly during times of reflection and celebration. Pupils engage with their local environment through visits using public transport, enhancing their understanding of the curriculum. Inclusion is a priority, with pupils with special educational needs and disabilities fully integrated into school life.
Pupils feel safe and generally exhibit good behavior, demonstrating maturity, politeness, and respect. They know they can approach trusted adults with any concerns. However, the curriculum lacks clarity in identifying essential knowledge and skills for pupils to learn and remember. Some policies and systems are not fully implemented, hindering school development. Leaders are addressing these issues through planned training to enhance staff expertise in behavior management and curriculum delivery. Despite these efforts, the vision and values of the school are not yet fully understood by all staff.
Subject leaders have begun to assess their areas of responsibility, but many require further training to fully grasp their roles. The systems for checking pupil progress, particularly for those with special educational needs, are still in the early stages of development. While pupils enjoy reading and sharing books, the school's approach to early reading is transitioning, with a new program set for the next academic year. Early readers are making progress in phonics and word-building.
Leaders are dedicated to supporting pupils with social, emotional, and mental health needs, and this commitment is recognized by parents. The school provides a safe space for pupils to discuss their feelings. In the early years, children engage confidently with resources and learn to collaborate effectively. The school offers a diverse range of personal development opportunities, earning recognition for participation in the arts and sports.
Most pupils understand online safety measures, and external agencies are invited to educate them about internet risks. Staff and governors take pride in their work at the school, with governors having a clear understanding of the school's strengths and areas for improvement. However, some actions related to safeguarding have not been robust.
The safeguarding arrangements are effective, with leaders fostering open relationships with families to ensure access to necessary services. Nonetheless, some safeguarding practices need refinement, and staff require additional training to accurately record concerns. Leaders must enhance oversight of safeguarding records and ensure that all staff understand the systems in place. The curriculum needs to be more precise in identifying essential knowledge for pupils, and assessment systems require further development to support pupil progress effectively. Overall, while the school has strengths, there are significant areas for improvement that need to be addressed to enhance the educational experience for all pupils.
