Crich Carr CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enjoy attending this school. They say they feel safe. Pupils talk with enthusiasm about school life.

They are highly motivated to learn.

Pupils' behaviour and attitudes are excellent. From the early years to Year 6, pupils' behaviour in class, around the school and at breaktimes is exceptional.

Pupils' relationships with each other and staff are strong and caring. They treat one another with the highest levels of respect and courtesy.

Staff have high expectations of pupils' achievement.

As a result, pupils concentrate on their learning and improve their knowledge and skills. Pupils value the rewards they earn for doing t...heir best. They enjoy making a positive contribution to the school as sports leaders and members of the school council.

The school provides many opportunities for pupils to develop their talents and interests in music and sport. Pupils' learning is enriched by a range of visits that include theatre trips. Residential events develop pupils' character and their teamwork.

Parents and carers overwhelmingly value the work that the school does. A typical comment, which reflects the school ethos, was, 'My son learns so much and loves telling us about what they have been doing during the day. The teachers are engaging and make learning fun.'



What does the school do well and what does it need to do better?

The school is passionate about giving every pupil the best possible education. Staff have received a significant amount of training to meet the needs of pupils with special educational needs and/or disabilities (SEND) more effectively since the last inspection. The school has strengthened the provision for pupils with SEND.

It identifies these pupils quickly and works with external agencies to ensure they get the right support. Staff adapt their teaching as required to meet these pupils' needs. For example, reading tasks are constructed appropriately so that pupils with dyslexia can access learning successfully.

Staff also support pupils when they become anxious or have difficulty managing their emotions. As a result, pupils with SEND make good progress through the curriculum.

The school has designed a curriculum that is ambitious and relevant to the pupils and community that it serves.

The curriculum sets out the important knowledge that pupils need to learn, and the order in which they should learn it. Pupils produce work of a high standard and achieve well. Staff have secure subject knowledge, and this helps them to deliver the curriculum effectively.

Learning activities enable pupils to deepen their knowledge and understanding. Staff provide pupils with regular opportunities to revisit what they have learned. This helps pupils to retain important knowledge and make connections between previous and current learning.

Staff regularly check what pupils know. In reading and mathematics, for example, staff identify pupils who have gaps in their learning. These pupils receive high-quality extra support that helps them to improve.

A sharp focus on reading begins straight away in the Reception Year. Staff teach the school's phonics programme consistently well. They make sure that books match the letters and sounds that pupils know.

Staff share high-quality books with pupils regularly. In key stages 1 and 2, pupils practise their reading, developing confidence and fluency as readers.

Children in the early years play and learn through well-planned activities.

Staff prioritise children's personal, social and emotional development. Children learn to be curious, resilient and sociable by pretending to dig for pirate treasure, constructing boats with planks and tyres and by giving each other directions to navigate a path through equipment. Staff engage meaningfully and purposefully with children to extend their learning further.

This prepares them well for learning in Year 1.

Pupils attend regularly. The work the school does with families is improving the attendance of some pupils.

Pupils' positive conduct in and around school is exemplary. Staff model good behaviour to pupils at all times. As a result, pupils learn to be responsible, resilient and to be able to reflect on the consequences of their actions.

Older pupils support younger pupils in lessons and at social times.

The curriculum provides rich opportunities for pupils to experience the world beyond Crich. Pupils learn about healthy relationships.

They learn how to keep themselves healthy and safe. Regular debate enables pupils to be tolerant and respectful of difference and of others. However, as the curriculum has not been fully implemented, pupils' knowledge and understanding of some major faiths are not yet secure.

Pupils speak confidently about British values. Charity work in the local community provides opportunities for pupils to become responsible and thoughtful citizens.

Leaders are tenacious in their approach to ensure rapid improvement.

The school focuses on the right priorities, for example the teaching of phonics and reading. Parents speak positively about the recent changes to the school. Governors have a secure understanding of the school and hold leaders to account effectively.

Staff say leaders consider their workload and well-being. This enables staff to focus on teaching.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not have a firm understanding of a range of different faiths and cultures. As a result, they are not fully prepared for life in modern Britain. The school needs to ensure that the planned experiences in the curriculum allow all pupils to gain a firm understanding of a range of different faiths and cultures.