Scargill CofE Aided Primary School, located in West Hallam, Ilkeston, Derbyshire, underwent an inspection on February 1 and 2, 2022. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under section five of the Education Act 2005.
Pupils expressed enjoyment in attending the school, highlighting their excitement for learning and feeling safe within the environment. They noted the kindness of their peers and the support provided by ‘friendship ambassadors’ during conflicts. Behaviour throughout the school was described as calm and orderly, with pupils attentive to teachers and quick to follow instructions. While bullying was reported as rare, some pupils mentioned incidents of name-calling outside lessons, which they did not always report to staff. The school’s behaviour strategies were acknowledged, and pupils appreciated the rewards given during assemblies.
The school offers opportunities for pupils to engage in charity work and fundraising events. However, the curriculum was noted to be insufficient in preparing students for life in modern Britain. Leaders have begun revising the curriculum, particularly in mathematics, where it is well sequenced, allowing pupils, including those with special educational needs and disabilities, to retain knowledge over time. However, this level of support is not consistent across all subjects, and leaders have not ensured that the curriculum builds on prior learning from early years.
Reading is a priority for the school, with staff receiving training on a new reading programme. Teachers regularly assess pupils' phonetic knowledge, and early years pupils enjoy sharing stories. Nonetheless, some early readers do not receive books that match their reading abilities, hindering their progress. In early years, children are confident and learn to take turns, but some independent tasks do not challenge them sufficiently, and misunderstandings are not always addressed promptly.
Pupils noted that teachers employ various methods to help them remember key knowledge, such as revisiting previous learning at the start of lessons. However, in some subjects, activities chosen by teachers do not effectively reinforce essential knowledge. Subject leaders are still developing their roles and do not consistently check the implementation of the curriculum or support teachers adequately.
Leaders identify pupils needing emotional support to help them be ready to learn, and those with SEND receive additional assistance to access the curriculum. The school promotes personal development through lessons on online safety and health, but some pupils hesitate to share their worries with adults, fearing that issues may worsen. While pupils enjoy learning about different cultures, their understanding of religions and faiths is limited.
Staff reported that leaders are attentive to their well-being and have taken steps to manage workload. The trust supports school leaders in ensuring the curriculum meets pupils' needs and aids the local governing body in developing its roles.
The safeguarding arrangements are effective, with staff confident in reporting concerns. Leaders utilize this information to identify at-risk pupils and provide early help. Regular safeguarding training ensures staff are updated on important issues, and partnerships with external agencies support vulnerable pupils.
To improve, leaders must ensure the reading programme is effective, with books matched to pupils' abilities. The curriculum should clearly outline knowledge progression from early years to Year 6. Subject leaders need to develop their roles to support teaching effectively, and independent activities in early years must be more challenging. Additionally, pupils require a broader understanding of diverse religions and communities to prepare them for life in modern Britain.
