Darley Churchtown Church of England Primary School, located in Matlock, Derbyshire, was inspected from January 8 to January 9, 2020. The overall effectiveness of the school was rated as good, with consistent ratings of good across various categories including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. This school has not been previously inspected under section five of the Education Act 2005.
Pupils at Darley Churchtown are reported to be happy and confident learners, expressing that staff are kind and supportive. The school fosters an environment where making mistakes is viewed as a part of the learning process. The school motto encourages pupils to strive to be their best. Behavior among pupils is commendable, with a friendly atmosphere and minimal incidents of bullying. When bullying does occur, staff respond promptly to address the situation. Pupils feel safe and know they can approach caring adults with any concerns.
The school emphasizes a well-rounded education, covering all subjects in the national curriculum. However, there are areas where pupils are better prepared than others for their transition to secondary school. The school is actively involved in the local community, with pupils participating in events such as the Great British Spring Clean. Staff continuously seek opportunities to enhance pupils' experiences, including residential trips and community engagement activities. Pupils enjoy a variety of extracurricular clubs, including archery, dance, cheerleading, and handbell groups.
Leaders have implemented a curriculum designed to broaden pupils' horizons and prepare them for future educational stages. Most subjects are well-planned and sequenced, with leaders utilizing external expertise to enhance the curriculum. Pupils are achieving better outcomes in reading, writing, and early years education compared to previous years. However, there are subjects, such as history and computing, where the curriculum is not as well developed.
Reading is prioritized from the start of a child's education, with staff effectively teaching phonics and providing additional support for those who struggle. Teachers encourage reading at home and recommend books to foster a love for reading. In mathematics, the curriculum builds understanding progressively, allowing pupils to revisit and reinforce concepts throughout the year. The science curriculum is designed to enhance knowledge and skills, with engaging activities that bring learning to life.
While pupils enjoy history, the curriculum lacks coherence and planning compared to other subjects, making it difficult for them to connect knowledge from previous topics. Leaders ensure that pupils learn about British values and different faiths through visits to places of worship and discussions in lessons and assemblies. The school promotes virtues that both adults and pupils strive to embody, with recognition for those who demonstrate these characteristics.
In the early years, children play and learn together happily, responding well to adult instructions. The curriculum is relevant and engaging, with activities that cater to various areas of learning. Pupils exhibit kindness and consideration towards one another, with good behavior and minimal disruption to learning. Pupils with special educational needs receive appropriate support and have full access to the curriculum.
Leaders prioritize the interests of pupils in decision-making, and staff feel supported and proud to work at the school. The trust and local governing body collaborate effectively to enhance the quality of education. Safeguarding arrangements are effective, with clear protocols in place to protect pupils from harm. Leaders are proactive in seeking external support for pupils and families in need. Pupils are educated about online safety, and external organizations contribute to their understanding of potential dangers.
While the school is making strides in developing a rich curriculum, there are areas where coherence and planning need improvement to ensure all subjects are effectively taught. Leaders are already taking steps to address these issues, aiming for a curriculum that allows pupils to progressively acquire knowledge and skills across all subjects.
