School etc

Chellaston Junior School

Chellaston Junior School
Maple Drive

phone: 01332 701460

headteacher: Mr James Emery

reveal email: adm…


school holidays: via Derby council

481 pupils aged 7—10y mixed gender
480 pupils capacity: 100% full

235 boys 49%


245 girls 51%


Last updated: June 19, 2014

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 437955, Northing: 330519
GPS coordinates
Latitude: 52.871, Longitude: -1.4376
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 7, 2011
Region › Const. › Ward
East Midlands › Derby South › Chellaston
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %
Trust school
Is supported by a Trust

rooms to rent in Derby

Schools nearby

  1. 0.1 miles Chellaston Infant School DE736TA (358 pupils)
  2. 0.3 miles Chellaston School DE735UB
  3. 0.3 miles Chellaston Academy DE735UB (1675 pupils)
  4. 0.4 miles Homefields Primary School DE735NY (302 pupils)
  5. 0.8 miles Noel-Baker School DE240BR (1157 pupils)
  6. 0.8 miles St Martins School DE240BR (87 pupils)
  7. 0.9 miles Shelton Infant School DE249EJ (258 pupils)
  8. 0.9 miles Shelton Junior School DE249EJ (266 pupils)
  9. 1.3 mile Moorhead Primary School DE240AN
  10. 1.3 mile Allenpark Infant School DE249DE
  11. 1.3 mile Oakwood Junior School DE240DD (346 pupils)
  12. 1.3 mile Merrill College DE240AN
  13. 1.3 mile Merrill College DE240AN
  14. 1.3 mile Landau Forte Academy Moorhead DE240AN (280 pupils)
  15. 1.3 mile Merrill Academy DE240AN (890 pupils)
  16. 1.4 mile Allenton Community Primary School DE249BB (327 pupils)
  17. 1.4 mile Oakwood Infant and Nursery School DE240GZ (339 pupils)
  18. 1.4 mile Allenton Community Primary School DE249BB
  19. 1.5 mile Lord Street Nursery School DE249AX (100 pupils)
  20. 1.5 mile Boulton Junior School DE240EP
  21. 1.5 mile Boulton Primary School DE240EP
  22. 1.5 mile Wyndham Primary Academy DE240EP (302 pupils)
  23. 1.7 mile Alvaston Junior School DE240PU (300 pupils)
  24. 1.7 mile Alvaston Infant and Nursery School DE240PU (308 pupils)

List of schools in Derby

Age group 7–11
Inspection date(s) 7–8 November 2011
Inspection number 378624

Chellaston Junior School

Inspection report

Unique Reference Number 112977
Local Authority Derby
Inspect ion number 378624
Inspect ion dates 7–8 November 2011
Report ing inspector David Edwards

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Junior
School category Community
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 479
Appropriate authority The governing body
Chair Anton Rawlinson
Headteacher James Emery
Date of prev ious school inspection 22 January 2009
School address Maple Drive
DE73 6PZ
Telephone number 01332 701460
Fax number 01332 691322
Email address reveal email: adm…


This inspection was carried out by four additional inspectors. Seventeen lessons were
observed and sixteen teachers seen. Inspectors met with parents and carers, groups

of pupils, members of the governing body and staff. They observed the school’s

work, and looked at a range of documentation including: teacher’s planning; the
school improvement plan; assessment, monitoring and evaluation records; records
for pupils with special educational needs and/or disabilities; and safeguarding

procedures. Questionnaire returns from 171 parents and carers were considered,

along with the views of staff and pupils.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • How effectively are leaders and managers at all levels bringing about improved
    outcomes for pupils, particularly in mathematics and writing?
  • To what degree is the curriculum meeting the needs of all pupils and helping
    them to establish links between subjects to raise achievement further,
    particularly for more-able pupils and those with special educational needs
    and/or disabilities?

Information about the school

This is a large junior school. The proportion of pupils from minority ethnic
backgrounds is lower than seen nationally. Pupils of Indian origin are the largest
represented group and the others, who come from a variety of heritages, are small
in number. The proportion of pupils who are known to be eligible for free school
meals is below other schools nationally. The proportion of pupils with special
educational needs and/or disabilities, including pupils who have a statement of
educational needs, is below the national average. The governing body manages a
breakfast club, after-school care and a holiday club for up to 60 pupils from this
school and neighbouring schools. The school has achieved the following awards:
International Schools full award, Artsmark gold, School Council gold award, national
Healthy Schools status, the Eco silver award and the Basic Skills quality mark.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

This is a good and inclusive school where pupils enjoy their learning and achieve
well. All groups of pupils achieve well and pupils from a diverse range of cultural
backgrounds work together harmoniously. A s one pupil commented, ‘This is a
friendly school where everyone gets on well and there are always exciting things to

do.’ Pupils’ outcomes are outstanding. They thrive in this rich and stimulating school


Pupils’ attainment as they enter the school in Year 3 is generally above average, but

effective teaching helps to accelerate their progress so that they often leave the
school at the end of Year 6 with attainment that is well above average. In 2011,
pupils’ attainment in English, including at the higher levels, was significantly above
that seen nationally. Attainment in mathematics was above average, but not all
pupils reached the higher levels expected of them, demonstrating a lack of
consistency in the challenge for more-able pupils. Pupils with special educational
needs and/or disabilities make good gains in their learning because teachers know
their pupils well and lessons are well planned and adapted to meet their needs.
Pupils’ outstanding behaviour contributes to their good progress in lessons. Pupils
have an exemplary understanding of what it is to lead a healthy lifestyle and how to
keep themselves safe in all aspects of their daily life. Their spiritual, moral, social and
cultural development is outstanding and the highly effective work that the school
does on community cohesion is demonstrated in pupils’ very good knowledge of
cultures that are different from their own. Their outstanding attendance is an
indication of how much they enjoy school. Pupils make a very strong contribution to
the school community and take their decision-making responsibilities seriously. They
link very effectively with the local community through a variety of activities which
they undertake.
The good quality of teaching and learning, together with the outstanding care,
guidance and support, particularly for the most vulnerable, ensures that pupils have
plenty of time to explore, investigate or solve problems for themselves. Teaching and
learning are planned to provide exciting and stimulating activities which help pupils
to develop their independence in learning. Most pupils understand their learning
targets well and the next steps in learning they need to take to improve their
learning outcomes. However, pupils are not consistently reminded about how the
tasks that they are undertaking can help them to achieve their targets to accelerate

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

their progress. In addition, the challenge for the most-able in lessons is not
consistent. Teachers inform pupils about how well they are doing in lessons through
oral feedback and developmental marking. This is consistently good across the
school in English but is not as well developed in mathematics. The curriculum is of
good quality. It meets the needs of all groups of pupils. Teachers are increasing the
opportunities for creativity and enjoyment by making links between subjects in order
to raise standards further. However, the school does not have robust enough
procedures to ensure that pupils are developing the skills they need to accelerate
their learning and progress.
Leadership and management are good at all levels. The visionary and effective
headteacher has assembled a team who are supporting him well in the continued
drive to raise standards. The school’s capacity for sustained improvement is good.
The leadership team has been effective in improving teaching quality so that it is
consistently good. Standards in writing have risen significantly and pupils’
achievement in reading is a strength of the school. The headteacher and the
governing body have developed a detailed and realistic development plan, based on

a very thorough and accurate evaluation of the school’s performance and

identification of what needs to be done. Highly effective links with parents and carers
and outside agencies ensure that the needs of all pupils are well met.

What does the school need to do to improve further?

  • Raise achievement further in mathematics , particularly for the most-able pupils
    and build on the recent strong progress in writing by:
    using pupils’ targets more effectively and consistently to help them
    evaluate the quality of their own work and that of others
    achieving greater consistency in the marking of mathematics, so it guides
    pupils more effectively to understand their next steps in learning
    ensuring consistent challenge for the most-able pupils in lessons to
    accelerate their progress.
  • Ensure that the curriculum is regularly and rigorously monitored to evaluate its
    impact on pupils’ learning targets and other outcomes.
    Good and sometimes outstanding pupil progress is evident in lessons. In a good Year
    6 mathematics lesson, pupils were using their problem-solving skills and success
    criteria well to help them to calculate the area of compound shapes. The good
    challenge and pace in the lesson ensured that they made good progress. In some
    lessons, however, the most-able pupils are not always fully challenged. Pupils
    contribute to their good progress by positive attitudes to work and their exemplary
    behaviour. The results of Key Stage 2 tests in 2011 were above average, with a
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    significant proportion of pupils in this cohort achieving very well from low starting
    points. The work seen in lessons and in pupils’ books show that they are on track to
    achieve challenging targets. Those with special educational needs and/or disabilities
    make good progress because of the school’s inclusive practice and work that is
    planned in small steps to help them grow in confidence and succeed. Their progress
    and that of lower and middle ability boys is accelerating in mathematics, because of
    the school’s carefully planned intervention strategies. The careful tracking of their
    progress is ensuring that they are achieving what is expected of them. The school
    has identified the need to improve more-able pupils’ ability to use and apply their
    mathematical skills to solve challenging problems. Work seen in lessons indicates
    that their progress in mathematics is accelerating because of the carefully-planned
    opportunities to practise these skills. Pupils from minority ethnic heritages, those who
    speak English as an additional language and those who are known to be eligible for
    free school meals, make good progress in line with others.
    In the school’s very safe environment, pupils develop their personal and social skills
    extremely well. They have an excellent understanding of what constitutes a healthy
    lifestyle and take full advantage of the opportunities offered to them to take
    exercise. Pupils are invariably sensitive and supportive towards each other and are
    particularly helpful to those with challenging circumstances to help them feel fully
    included in all aspects of school life. Pupils are given many opportunities to exercise
    responsibility, such as the good work of the school council, playground buddies and
    peer mentors. They participate in school activities with great enthusiasm and are
    making a positive contribution to their local community. The work that the school
    council undertook with their local council to develop the local park and play area is a
    good example of this involvement.
    Pupils’ spiritual, social and moral and cultural understanding is particularly well
    developed. Their effective links with schools in Africa and direct links with another
    school in a different area Derby have enhanced their understanding of the lives and
    cultures of other people in the locality, the United Kingdom and around the world.
    Pupils are extremely reflective about their learning experiences and have a very good
    appreciation of literacy and music. They also learn to deal with difficult choices about
    staying safe. Their understanding of the dangers they face in everyday life is
    Significantly above average attendance, the many opportunities created in school to
    encourage teamwork and good basic skills, including in information and
    communication technology (ICT), mean that pupils are well prepared for the next
    stage of their education and beyond.
Outcomes for individuals and groups of pupils 1

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:


Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress


The extent to which pupils feel safe 1
Pupils’ behav iour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social and cultural development 1

How effective is the provision?

Good teaching and learning, and a well-planned curriculum that brings different
subjects together into themes, successfully secure the good progress pupils make,
both academically and personally. The curriculum is further enriched by a good range
of visits and visitors, often related to topic work, and a wide range of well-attended
extra-curricular activities covering, for example, sports, dance and music. The more
creative curriculum is not fully embedded and the school does not have robust
enough procedures to check its impact on pupils’ learning and other outcomes.
Teachers generate a positive ethos in the classroom. They relate well to pupils, boost
their confidence and find different ways of motivating them to succeed. For example,
in an effective Year 6 English lesson pupils were using their literacy skills to write a

‘recipe for a perfect world’. Pupils’ use of success criteria ensured that they were

clear about the learning intentions and what they needed to do to produce a quality
piece of writing. The task provided good challenge and enjoyment for all pupils.
However, such challenge in learning, particularly for more-able pupils, is not as
evident in all classes. Pupils successfully learn a range of information and
communication technology skills and have plentiful opportunities to develop these
skills in different subjects. The school has taken effective action to ensure a
consistent approach to teaching throughout the school. Thus planning is generally
detailed, with appropriate references on how work will be adapted to the differing
needs of pupils. Teachers identify what needs to be learned in lessons and share
these objectives and success criteria with pupils so that they can evaluate how well
they are learning. Teachers carefully evaluate the success of lessons to help pupils to
understand their next steps in learning. There is generally good feedback to pupils
during lessons and marking is effectively used to explain what has been done well
and what can be improved, particularly in English. However, this practice is not as


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

well developed or as consistent in mathematics. Teaching assistants are usually well
briefed and well deployed, and they make a good contribution to pupils’ learning
because they help to evaluate pupil progress and assist the teacher in identifying the
next steps in learning to accelerate pupils’ progress.
Arrangements for the care of all pupils, including those whose circumstances make
them most vulnerable, are well organised and highly effective. Pupils are confident
they can turn to an adult for guidance and support. The excellent work of the
learning mentor supports the needs of pupils who find school challenging. The good
before and after-school clubs provide an effective service to the community. They
are managed well and the stimulating range of activities on offer meets the needs of
all who attend. The facility makes a strong contribution to the outstanding care,
guidance and support that pupils receive.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The leadership team and staff are a cohesive unit who work enthusiastically, under
the direction of the visionary headteacher, to improve provision and outcomes for
pupils. School leaders set measured but challenging attainment targets derived from

accurate tracking of pupils’ progress. All staff are involved in identifying strengths
and weaknesses in pupils’ performances and in targeting underachievement.

Improvement planning is closely linked to high-quality professional development of
staff to help them to build on strengths and overcome any weaknesses in their work.
The school achieves equality of opportunity by ensuring that all groups of pupils
make good progress. The leadership’s action has addressed weaknesses in
mathematics and this has accelerated progress for all groups.
Members of the governing body are knowledgeable about the school. They have a
good understanding of its strengths and are fully involved in evaluating the quality of
provision and planning for improvements. They are involved in setting the strategic
direction of the school through their action plan and they have the skills to carefully
analyse and interpret pupil data. As a result, they ask searching questions about
pupil progress. The governing body and the leadership team are extremely active
and effective in promoting community cohesion at all levels. As a result, pupils have
a clear understanding of, and can take an active part in, the school community, local
community and appreciate their place in the global community. This has led to the
school gaining the International Schools full award. The governing body also makes a

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

strong contribution to the good safeguarding procedures in school. The school is
vigilant in ensuring that all staff are properly checked for working with children and
in supporting pupils whose circumstances make them vulnerable.

The school’s links with parents and carers are exemplary and every effort is made to

involve them in understanding and being able to make a sound contribution to their

children’s learning. Links with a range of outside agencies give excellent support to
pupils’ learning and well-being. The work with the ‘creative partnerships’ to develop

the curriculum is an example of this. Partnerships with a range of support agencies
ensure that the social, emotional and learning needs of all pupils are very well met.
The school’s support, in partnership with outside experts, for the most vulnerable is

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and
driving improve ment
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for

Views of parents and carers

The views of parents and carers are extremely positive. All of the very high
proportion of those who responded felt that their children enjoyed school; that they
were safe; that the teaching in school is good; that the school is led and managed
well; and that they were happy with their children’s progress and overall experience
at school. Evidence from the inspection reflects these views. A small number of
parents expressed concerns about the way the school deals with unacceptable
behaviour. Staff successfully support those pupils who find school a challenge and
inspectors found behaviour to be outstanding. There were also minor concerns that
the school did not help their children to lead a healthy lifestyle. Inspectors also found
this aspect to be outstanding.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Chellaston Junior School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 171 completed questionnaires by the end of the on-site inspection. In
total, there are 479 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 102 60 68 40 0 0 0 0
The school keeps my child
123 72 48 28 0 0 0 0
The school informs me about
my child’s progress
69 40 96 56 4 2 0 0
My child is making enough
progress at this school
79 46 90 53 2 1 0 0
The teaching is good at this
95 56 76 44 0 0 0 0
The school helps me to
support my child’s learning
80 47 86 50 4 2 0 0
The school helps my child to
have a healthy lifestyle
75 44 89 52 5 3 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
81 47 82 48 0 0 0 0
The school meets my child’s
particular needs
74 83 89 52 4 2 0 0
The school deals effectively
with unacceptable behaviour
82 48 78 46 9 5 0 0
The school takes account of
my suggestions and
65 38 92 54 4 2 0 0
The school is led and
managed effectively
99 58 70 41 0 0 0 0
Overall, I am happy with my
child’s experience at this
98 57 72 42 1 1 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and ar e consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.

9 November 2011
Dear Pupils,

Inspection of Chellaston Junior School, Derby DE73 6PZ

Thank you for making us so very welcome and for answering all our questions when
we visited recently to inspect your school. We particularly thank those who filled in
responses to the questionnaire. We concluded that yours is a good school in which
you receive lots of help from your teachers and teaching assistants to enable you to
do well. We were particularly impressed by the outstanding support given to those of
you who find learning hard and for those who have find school life difficult.
We were impressed to learn that you and the vast majority of your parents and
carers are very happy with the quality of education you receive. You told us how
much you enjoy all the additional activities and educational visits that the school
provides. It is good to know that you feel very safe in school. Your understanding of
how to stay healthy was very impressive, as is the care and guidance that you
receive. Your superb behaviour is helping you to make positive gains in your learning
and creates a very happy school community where you all care so well for each
other. The interest you show in lessons helps you take full advantage of the good
teaching you get and make good progress. We were also impressed by your
knowledge of people who come from other parts of the world and whose cultures are
different from your own.
We know that your school leaders and governing body are always striving to make it
even better. With this in mind, we are asking them to do two things. We want your
teachers to inform you consistently how to use your targets to improve your work in
lessons. We also want them to ensure that the most-able pupils are always given
work which is hard enough to accelerate their progress. Lastly, we want teachers to
carefully check that the curriculum is helping you to improve your skills in all subjects
and that you are using these skills well in you learning. You can all help with these
improvements by continuing to work hard and to do your best at all times. The
inspection team wish you all the very best for the future.
Yours sincerely
David Edwards
Lead inspector


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