Asterdale Primary School
phone: 01332 662323
acting headteacher: Mr David Evans
210 pupils capacity: 113% full
125 boys 52%
110 girls 46%
Last updated: Sept. 8, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 440937, Northing: 335366
- GPS coordinates
- Latitude: 52.914, Longitude: -1.3927
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 25, 2010
- Region › Const. › Ward
- East Midlands › Mid Derbyshire › Spondon
- Urban > 10k - less sparse
- Free school meals %
- 0.5 miles Borrow Wood Infant School DE217QW
- 0.5 miles Borrow Wood Primary School DE217QW (447 pupils)
- 0.7 miles Ashbrook Junior School DE723HF (146 pupils)
- 0.7 miles Ashbrook Infant School DE723HF (157 pupils)
- 0.8 miles St Werburgh's Church of England VA Primary School DE217LL (303 pupils)
- 0.9 miles Ockbrook School DE723RJ (397 pupils)
- 1 mile Springfield Primary School DE217AB (175 pupils)
- 1 mile Redhill Foundation Primary School DE723SF
- 1 mile West Park School DE217BT
- 1 mile West Park School DE217BT (1241 pupils)
- 1 mile Redhill Primary School DE723SF (214 pupils)
- 1.5 mile Cherry Tree Hill Primary School DE216WL (521 pupils)
- 1.6 mile Cherry Tree Hill Junior School DE216WJ
- 1.6 mile St John Fisher Catholic Primary School, Alvaston, Derby DE240PA
- 1.6 mile St John Fisher, a Catholic Voluntary Academy DE240PA (225 pupils)
- 1.7 mile Meadow Farm Community Primary School DE216TZ (239 pupils)
- 1.7 mile Chaddesden Park Junior School DE216LF
- 1.7 mile Chaddesden Park Primary School DE216LF (397 pupils)
- 1.8 mile Alvaston Junior School DE240PU (300 pupils)
- 1.8 mile Alvaston Infant and Nursery School DE240PU (308 pupils)
- 1.9 mile Lees Brook Community Sports College DE214QX
- 1.9 mile Lees Brook Community School DE214QX (1151 pupils)
- 2 miles Cavendish Close Junior School DE214RJ (313 pupils)
- 2 miles Hopwell School DE723RW
Asterdale Primary School
Borrowash Road, Spondon, Derby, DE21 7PH
|Inspection dates||22–23 October 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
Information about this inspection
| The acting senior leadership team has maintained |
Leaders and staff have created a very positive and
The school pays good attention to pupils’ safety
From their different starting points, pupils make
Parents are very supportive and praise their
and built on the previous strengths in leadership
supportive culture in which pupils talk about how
much they enjoy school and learning.
and achieves pupils’ good behaviour and positive
attitudes to learning.
good progress. Attainment varies but in reading
and mathematics it is often above average. Pupils
who left Year 6 last year achieved well in reading,
writing and mathematics.
children’s progress. All those who completed the
online questionnaire would recommend the school
to others. The school has maintained its important
place at the heart of the local community.
| The governing body has effective and |
Although there have been changes in leadership
Teaching is good. Teachers develop good learning
The Nursery and Reception classes provide children
knowledgeable members and rigorously holds the
school to account. Governors have worked closely
with staff, pupils and the local authority during the
appointment of the new headteacher.
recently, interim leaders have maintained and
improved the quality of teaching through the robust
use of appraisal systems and training.
relationships with pupils and provide enjoyable,
engaging work. Teachers’ marking is especially
effective in helping pupils’ make good progress.
with a good start to their school lives. The focus on
their social and emotional development, and basic
reading, writing and number skills, prepares
children well for their future schooling.
| Pupils’ skills in spelling, punctuation and grammar |
are not good enough to consistently promote high
| At times teachers’ introductions to tasks are too |
hard to understand for many yet too simple for
- The inspectors observed 13 lessons or parts of lessons. A number of these were observed jointly with the
- Meetings and discussions took place with the headteacher, a representative from the local authority,
members of the governing body, staff, pupils and parents.
- Samples of pupils’ work were examined, some with the headteacher present, and pupils read to the
- Inspectors took into account the 19 responses to the parental survey, Parent View. The inspectors took
account of the 26 questionnaires completed by staff.
- The inspectors looked at a range of documents produced by the school, including data on pupils’ progress
and attainment, procedures for safeguarding, the school’s own evaluations of its work, reports to the
governing body and minutes of their meetings, and the action plans for raising attainment.
|Geof Timms, Lead inspector||Additional Inspector|
|Patrick Walsh||Additional Inspector|
Information about this school
- Asterdale Primary School is a smaller than average-sized primary school.
- Most pupils are White British. There are very few pupils from minority ethnic backgrounds and none who
speak English as an additional language.
- The proportion of disabled pupils and those who have special educational needs supported by school
action is average and around nine per cent of the pupils. The proportion supported by school action plus
or who have statements of special educational needs is slightly below average and around six per cent.
- A well-above average proportion of pupils, around a third of the school, are supported by the pupil
premium, which provides additional funding for disadvantaged pupils.
- The school meets the government’s current floor standards, which set the minimum expectations for
pupils’ attainment and progress in reading, writing and mathematics.
- The previous headteacher retired last term. A new substantive headteacher has been appointed for the
start of next term. During the inspection, the school had an acting senior leadership team.
- Most children in the Nursery class attend on a part-time basis.
- A children’s centre shares the school site. There is a privately-run breakfast club in school each day. These
were not part of this inspection.
What does the school need to do to improve further?
- Help more pupils reach the higher levels in writing by improving their spelling, punctuation and grammar
- Ensure that teachers’ explanations to the whole class are clearly understood by pupils of all abilities.
|The leadership and management||are good|
- The acting headteacher and leaders at all levels have continued to improve the quality of teaching to raise
attainment. They have built on previous strengths in leadership while maintain a strong emphasis on the
successful nurture aspect of their work. This has had a positive impact on improving pupils’ achievement.
- The school’s self-evaluation is accurate and identifies what remains to be done to improve the school
further. Development planning has been effective in helping the school through a time of significant
change. The staff know how well individual pupils are making progress, and the resulting data are
analysed well by senior leaders. A newly introduced computerised system simplifies the collection and use
- Data on pupils’ progress and attainment are regularly checked, internally among staff and externally by
the local authority and with other schools. These confirm the accuracy of teachers’ assessments of pupils’
work. The school is preparing well for the full implementation of its approach to assessment following the
change to remove National Curriculum levels.
- The local authority has had a positive impact by supporting the interim leadership and providing advice on
evaluating the quality of teaching and learning through a range of activities. The leader of the provision
for children in the early years works across the local authority to check other school’s assessments and to
train other early years teachers. Training to extend teachers’ professional skills is effective. For example,
training has improved the teaching of phonics (the sounds letter make) and reading. Visits to observe high
quality practice in other schools has helped improve the teaching of writing.
- The leadership of the provision for disabled pupils and those who have special education needs is effective
and has a positive impact on their good progress. Leaders also ensure that the most able pupils are well
provided for through a range of extension activities and links with a local secondary school. There is no
discrimination. Staff promote equality of opportunity and there are good relationships in school and
throughout the local community. Statutory safeguarding requirements are fully met.
- Funding available through the pupil premium is used to help disadvantaged pupils take a full part in school
life, and benefit from additional help from adults. The impact of this is evident in the narrowing of the
gaps in achievement over time between these pupils and others and the higher standards now achieved
by disadvantaged pupils.
- Good use is made of the extra funding available to promote physical education and sporting opportunities.
There is increased participation in a wide range of sports clubs, such as golf and boccia. Staff training,
from specialist coaches, is promoting improvements in teaching.
- The curriculum maintains a strong focus on provision for pupils’ spiritual, moral, social and cultural
development and good preparation for life in modern Britain by, for example, a good range of visits to
places of worship and the taking part in Diwali celebrations. The school provides a popular range of clubs
and extra-curricular activities which enhance pupils’ learning.
- Leadership of the early years has improved further since the previous inspection. Children make at least
good progress. Effective use is made of resources. The small outdoor area is used well to promote all
areas of learning to the full.
- The monitoring of teaching and learning, and taking action where necessary, are good. Current leaders
have developed a new system for checking teachers’ performance although this process has only had time
to be partly introduced. Consequently, weaknesses in teaching grammar, punctuation and spelling, and in
crafting teachers’ explanations so that they are fully understood, have not yet been dealt with. Other
leaders, such as in literacy or mathematics, check the success of the teaching in the areas for which they
are responsible. Leaders' skills have improved through appropriate training.
- The governance of the school:
The governing body carries out its statutory duties well. The governors manage their work efficiently
through a strong committee structure. They provide the school with a good level of support and
challenge. Governors carried out an assessment of their skills and this has led to recruitment of
members with specific skills that can be used for the benefit of the school.
Governors check the school’s work through visits, such as to observe and monitor the work with pupils
who have disabilities or special educational needs. They have a good understanding of performance
data. Some governors give time to work in school providing the benefit of their skills in, for example,
Members of the governing body understand the system used to determine teachers’ effectiveness in
enabling pupils to make progress. They check how well school leaders improve the quality of teaching
and have been appropriately involved in decisions about teaching competency. Decisions about
teachers’ pay are well linked to their performance and responsibilities.
Governors track finances well and lead the school in deciding how to spend additional money, such as
that to support disadvantaged pupils or to extend sports and physical education opportunities. They
ensure that all the requirements for safeguarding pupils are met.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. In almost all lessons observed, and in the ‘pumpkin’ assembly, the dining
room and at playtimes, pupils were well behaved. School records confirm that this is the norm.
- Pupils have good attitudes to learning. Most are fully engaged in lessons and activities and they work hard
to make their work neat and tidy. Talking to them shows they have pride in their efforts. This was
supported by what pupils told inspectors about how much they enjoyed school, and it has a positive
impact on their progress.
- Pupils talk enthusiastically about lessons and other aspects of school life. Pupils told inspectors that the
teachers ‘help make sure we get the best education we can’. Pupils show respect for the learning
environment and do not drop litter. They talk enthusiastically about the different educational visits they
have been on and the friendly atmosphere around the school.
- Pupils respond well to the school’s expectations of their behaviour and social development. They have a
number of opportunities to take responsibility. The school council were keen to explain to the inspector
how much they have enjoyed helping to organise events such as a disco. Older pupils often read with
- Pupils demonstrate very positive attitudes towards others. They are polite and interested in other people.
They do talk about incidents of misbehaviour in lessons but they are confident teachers deal with this if it
happens. There have been a small number of recent exclusions of pupils. These were carried out
appropriately and correctly, and proved of benefit for those involved.
- The school’s work to keep pupils safe and secure is good. Pupils say they feel safe in school, and all of the
parents who responded to the questionnaire confirm this view. The school provides a good range of
activities to help pupils learn to stay safe and they are taught how to use computers and the internet
- The pupils have a good understanding of different types of bullying and say that, although there is none
currently, if it occurs it would be effectively dealt with. They are confident there are adults in school they
can talk to if worried or concerned about something.
- Attendance is slowly improving and is currently broadly in line with the national average. The school has a
strong focus on encouraging better attendance, and monitoring and addressing persistent absenteeism.
Most parents appreciate the importance of their children’s full attendance. Pupils are punctual.
|The quality of teaching||is good|
- Pupils’ work the school’s assessment data of their achievement and evaluations of teaching, together with
inspectors’ direct observations of the impact of teaching on pupils’ progress, all provide evidence that
teaching is consistently good. The good teaching has resulted in pupils’ current good progress and rising
standards, especially in literacy, reading and mathematics.
- The school is kept tidy, with most materials and resources easily accessible. Displays of pupils’ work create
good opportunities for teachers to support pupils’ learning in a range of subjects and to celebrate their
work. Currently, for example, high quality work in mathematics is celebrated with large displays in the
- The marking of pupils’ work provides pupils with clear and constructive information on how well they have
done and provides suggestions for improvement. This has a positive impact on their progress. Pupils
understand what their targets are and what they need to do to achieve even better.
- Throughout the school, pupils talk positively about how they enjoy lessons, especially mathematics and
learning about the Anglo-Saxons and Viking poems. They describe the progress they have made and talk
with pride about their work.
- Teachers ensure that pupils’ attitudes to learning, and their interest and engagement in their work, are
usually good. Pupils are often encouraged to learn through imaginative tasks, such as those in Year 6
using bean bags for mental mathematics warm-up activities. Other adults often provide good support for
pupils, especially those disabled pupils and those who have special educational needs or for those
recognised as gifted and talented. This enables them to make good progress from their different starting
- Teachers have responded well to recent national changes to the curriculum. For example, in computing
and in physical education, external expertise has helped to train teachers and to ensure all aspects of the
curriculum are covered.
- The teaching of reading is good. It has improved after further training and advice for staff in teaching
phonics over the last two years. Good basic skills are taught in the Early Years Foundation Stage and in
Key Stage 1. In Key Stage 2, pupils, especially those who are most able or gifted and talented, use their
skills in reading widely and in carrying out research for topics at home and at school.
- A check of pupils’ work in books shows that teachers do not always ensure pupils’ handwriting, spelling
and grammar is good enough and this slows down the progress of some pupils in producing high quality
- Teachers use assessment information to group pupils accurately by ability and to provide work that is
usually targeted for their different capabilities. Teachers are aware of how different groups are learning,
and adjust their practice to make sure that everyone does well. Sometimes, the teachers’ introductions to
new learning are not fully understood by pupils, slowing learning.
|The achievement of pupils||is good|
- When they start school in the Nursery class many children have levels of knowledge and understanding
which are below those typical for their age, especially in communicating and personal development. By the
time pupils leave in Year 6, standards are above average in mathematics and in reading. Following a dip in
2013 in writing, standards in 2014 have improved and were average. For all subjects, this represents good
progress and achievement, from pupils’ starting points.
- Disabled pupils and those with special educational needs make good progress because of the extra help
they receive. In Year 6 last year they made better progress than their peers in reading, writing and
- The results of the Year 1 check on pupils’ phonics skills rose sharply in 2014 after a dip in 2013, and were
above average. The improvements are due to good teaching of phonics which is helping pupils to develop
good reading skills and kindle an interest in a range of books.
- Good progress continues through Key Stage 1 although standards in the national teacher assessments at
the end of Year 2 remain below average. Progress in Key Stage 2 is consistently good. Last year, a well
above-average proportion made more than the progress expected for their age, in reading, writing and
- In 2013, the school closed the gap in attainment between disadvantaged pupils in Year 6 in mathematics,
reading and writing with their peers and with pupils nationally. In 2014 the gap widened again, and pupils
are around a term behind their peers, and about a year behind pupils nationally. However, it remains
closer than it has been in the past, and the progress made by these pupils was more rapid than that of
their peers or the expected progress for all pupils nationally.
- There is evidence of good achievement in other subjects, such as history, art and design and science. The
effective use of the sports funding money has improved teachers’ expertise and so raised standards in
- Throughout the school, the most-able pupils make good progress and an increasing proportion attain
higher levels in most subjects. In a Year 2 mathematics lesson, for example, the most able pupils were
able to extend their learning through a more advanced calculation method. Even so, the most able pupils’
writing throughout the school is sometimes held back by their weaker skills in spelling, punctuation and
grammar. The performance of more able pupils in the spelling, punctuation and grammar test fell slightly
in 2014 compared with 2013.
|The early years provision||is good|
- Children make at least good progress and achieve well from their different starting points and the
proportion attaining a good level of development last year was above average. This good progress helps
prepare children well for the next stage in their education, including for those who are disabled or who
have special educational needs. They learn to behave well, are clearly happy at school and are kept safe.
There is good provision for their health, safety and spiritual, moral, social and cultural development.
- The Nursery children settle well and quickly get used to the school’s routines. Talking to the children
shows how much they enjoy school and the range of activities provided for them. During the inspection
they showed great enjoyment using the ‘medical centre’. Reception children make good progress in
phonics and writing, through a range of writing activities that engages and maintains their interest,
whatever their ability.
- The good leadership ensures that the available accommodation is well organised and provides a
productive and imaginative learning environment. The small outdoors area is used well to extend
children’s learning all the children develop good skills in co-operating and sharing.
- Teaching is good. Assessment activities are detailed and adults use their assessments well to plan the
children’s next steps and activities. The regular information parents receive about their child’s progress
and the contributions they make themselves ensure that a full picture of each child’s experiences and
progress is always available to staff and home.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||112761|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||225|
|Appropriate authority||The governing body|
|Date of previous school inspection||25-26 February 2010|
|Telephone number||01332 662323|
|Fax number||01332 676043|