Breadsall Hill Top Primary School, located in Derbyshire, has undergone a recent inspection that highlights its overall effectiveness as good. The inspection took place on the 5th and 6th of October 2021, marking the school’s first evaluation under the Education Act since its conversion to an academy in July 2017. The school has made significant strides since its previous inadequate rating, with pupils expressing happiness and pride in their school’s improvements. They find the curriculum engaging and report that lessons are enjoyable and informative. Teachers are noted for their ability to create interesting and engaging lessons, fostering a positive learning environment.
Pupil behavior is commendable, with students understanding the importance of school rules and feeling confident that any issues will be addressed promptly by staff. The school has implemented a rewards system that encourages positive behavior, and pupils are familiar with strategies to manage their emotions and behavior. Instances of bullying are reported to be rare, and pupils feel secure knowing that any incidents will be dealt with swiftly by school leaders. The relationships between staff and pupils are characterized by positivity, contributing to a supportive atmosphere conducive to learning.
The leadership team, supported by the multi-academy trust, has been instrumental in driving improvements within the school. Governors provide a balance of challenge and support, ensuring that leaders are held accountable for the school’s progress. The school culture prioritizes the needs of pupils, with staff demonstrating a shared ambition for improvement. The curriculum has been carefully planned in key subjects such as English and mathematics, with a focus on sequencing content to build on prior knowledge. However, some subjects, including history and art, are still in the early stages of curriculum development, requiring further refinement to ensure clarity on essential knowledge for pupils.
A new phonics program was introduced shortly before the COVID-19 pandemic, and while pupils are learning effectively, there are minor inconsistencies in its delivery. Staff training has been provided to enhance phonics instruction, and leaders are actively addressing these inconsistencies. The school promotes a love of reading, with pupils exposed to a variety of texts and regular reading opportunities both at home and school. The special educational needs coordinator effectively leads support for pupils with additional needs, ensuring that they receive appropriate assistance to access the curriculum.
Pupils exhibit good behavior, listening attentively and following instructions. They are polite and courteous, and when behavioral issues arise, they receive the necessary support to improve. The school’s approach to relationships, sex, and health education fosters respect and understanding among pupils, equipping them with knowledge about safety and well-being.
In the early years, children enjoy a well-structured curriculum that sets clear expectations for learning. Teachers monitor progress closely, providing support to those who may fall behind. The learning environment is thoughtfully organized to facilitate effective learning experiences.
The school’s safeguarding arrangements are robust, with leaders ensuring that all concerns are addressed promptly. Staff are well-trained in safeguarding procedures, and pupils are educated on identifying risks and seeking help when needed. Overall, while the school has made commendable progress, there are areas for improvement, particularly in refining the curriculum across all subjects and ensuring consistent delivery of the phonics program. Leaders are aware of these challenges and are actively working to enhance the educational experience for all pupils.
