Etwall Primary School
phone: 01283 732301
headteacher: Ms Sally Dixey
259 pupils capacity: 105% full
140 boys 51%
135 girls 50%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 426852, Northing: 331670
- GPS coordinates
- Latitude: 52.882, Longitude: -1.6024
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 16, 2012
- Region › Const. › Ward
- East Midlands › South Derbyshire › Etwall
- Town and Fringe - less sparse
- Free school meals %
- 0.2 miles John Port School DE656LU
- 0.2 miles John Port School DE656LU (1955 pupils)
- 0.7 miles Kadampa Primary School Derbyshire DE656HT (33 pupils)
- 1.2 mile Ashe Hall School DE656HT
- 1.4 mile Hilton Primary School DE655GH (833 pupils)
- 2.1 miles High Grange School DE30DR (43 pupils)
- 2.2 miles Egginton Primary School DE656HP (64 pupils)
- 2.8 miles Willington Primary School DE656DN (215 pupils)
- 2.9 miles Brookfield Primary School DE30BW (230 pupils)
- 3 miles Findern Primary School DE656AR (135 pupils)
- 3 miles Silverhill Primary School DE30QE (415 pupils)
- 3 miles Mickleover Primary School DE30EY (387 pupils)
- 3.1 miles John of Rolleston Primary School DE139AG (402 pupils)
- 3.2 miles William Shrewsbury Primary School DE130HE (668 pupils)
- 3.3 miles Derby Grammar School DE234BX (282 pupils)
- 3.4 miles Littleover Community School DE234BZ (1630 pupils)
- 3.6 miles Heath Fields Primary School DE655EQ (223 pupils)
- 3.6 miles Ravensdale Infant and Nursery School DE39HE (274 pupils)
- 3.6 miles Ravensdale Junior School DE39EY (305 pupils)
- 3.6 miles Repton School DE656FH (665 pupils)
- 3.6 miles Griffe Field Primary School DE233UQ (484 pupils)
- 3.7 miles St Wystan's School DE656GE (120 pupils)
- 3.8 miles Newton Solney CofE (Aided) Infant School DE150SF (54 pupils)
- 3.8 miles Derby Moor Community Sports College DE232FS (1506 pupils)
Etwall Primary School
Egginton Road, Etwall, Derby, DE65 6NB
|Inspection dates||16–17 October 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher, senior leaders and the |
Children enter the Early Years Foundation
Excellent systems are in place which ensure
governing body have very successfully
focused on improving the quality of teaching
and raising achievement. Consequently, the
school is improving.
Stage with skills typical for their age. From
their starting points, all groups of pupils make
good progress as they move through the
school and achieve well.
that pupils’ progress is tracked rigorously and
consistently across the school.
| Good teaching and the use of a range of |
The curriculum is rich and the links with
Pupils’ behaviour is typically good in lessons
Teachers know their pupils well, relationships
attractive resources engages pupils’ interest
and enables them to make good progress.
schools overseas ensures pupils are well
equipped to become global citizens.
and around the school. Pupils show respect
and kindness towards each other, staff and
visitors. Pupils rightly say that they feel safe in
are good and classes are very well managed.
| Teaching is good rather than outstanding. |
In some lessons, pupils have insufficient time
to learn on their own, questioning does not
always fully extend their understanding and
work is not always precisely matched to their
| Pupils’ progress in English, although good, is |
New approaches to the teaching of reading
The skills of teaching assistants are not always
not as rapid as that in mathematics.
have not yet been refined and become fully
embedded in the school’s work.
used fully, particularly in the teaching of
|Inspection report:||Etwall Primary School, 16–17 October 2012||2 of 9|
Information about this inspection
- Inspectors visited 21 lessons taught by eleven of the school’s teachers.
- Meetings were held with parents and carers, staff, members of the governing body, a
representative of the local authority and pupils.
- Inspectors observed the school’s work and looked at development plans, records of pupils’
progress, arrangements for safeguarding and documentation on monitoring teachers’
- Inspectors took account of one letter from a family, the 41 responses to the online questionnaire
(Parent View) and the analysis of the school’s surveys of parental views.
- Inspectors also scrutinised 16 questionnaires returned by staff.
|Andrew Stafford, Lead inspector||Additional Inspector|
|Raymond Biglin||Additional Inspector|
|Renee Robinson||Additional Inspector|
|Inspection report:||Etwall Primary School, 16–17 October 2012||3 of 9|
Information about this school
- The school is average in size compared with other primary schools.
- Most pupils are from White British backgrounds and the vast majority speaks English as their
- A small proportion of the pupils are eligible for the pupil premium, which provides additional
funding for children in local authority care and pupils known to be eligible for free school meals.
- The proportion of pupils supported through school action is well below average. The proportion
supported at school action plus or with a statement of special educational needs is below
- The school meets the government’s current floor standards, which set the minimum expectations
for attainment and progress.
What does the school need to do to improve further?
- Improve teaching from good to outstanding by:
always giving pupils an appropriate balance of opportunities to learn independently as well as
listening to their teacher
asking more open and complex questions to extend and deepen pupils’ understanding,
especially for the most able
ensuring that work is even more closely matched to pupils’ levels of ability and that the more-
able pupils are consistently challenged.
- Further improve pupils’ achievement in English by:
making more use of the skills of teaching assistants and ensuring that they are fully involved
in the teaching of reading.
|Inspection report:||Etwall Primary School, 16–17 October 2012||4 of 9|
|The achievement of pupils||is good|
- Pupils make good progress and achieve well in lessons. Most work hard, answer questions
readily and concentrate on what they are doing.
- Children in the Early Years Foundation Stage quickly become confident learners. The outside
area provides a stimulating learning environment. Indoors, children were seen clearly enjoying
learning as they picked apples in the make-believe orchard during story time.
- In an upper Key Stage 2 lesson, pupils made good progress and thoroughly enjoyed learning
when they worked to produce complex sentences. They used their imaginations well, using rich
adjectives and suitable adverbs to describe what their senses told them about the activities
observed in the school playground.
- From starting points that are generally in line with age-related expectations, children make good
progress in the Early Years Foundation Stage and through Key Stage 1. In Key Stage 2, this
good progress continues and pupils’ attainment is above average in tests and assessments at the
end of Year 6. Progress is particularly rapid in mathematics due to skilled teaching and thorough
tracking of pupils’ progress.
- Attainment in reading is typically average at the end of Key Stage 1 but is above average by the
time pupils leave school. New approaches to the teaching of reading for the youngest pupils are
already having a positive impact on attainment, but have yet to be fully refined and become
embedded in the school’s work.
- All groups of pupils, including those pupils who are learning English as an additional language,
pupils with disabilities and those who have special educational needs, and those in receipt of the
pupil premium achieve as well as their peers. They are given timely and constructive individual
help from teachers and, in some cases, from teaching assistants. However, the skills of teaching
assistants are not always fully utilised in all classes, particularly in the teaching of reading.
|The quality of teaching||is good|
- Teaching, including that of English and mathematics, is consistently good across the school,
which is why pupils are making good progress and achieving well. Teachers have a caring
approach and foster productive relationships which lead to pupils enjoying the education they
receive at school.
- Teachers manage their classrooms very well, lessons are carefully structured and good use is
made of a range of interesting resources, including modern technology, to engage pupils’
interest and motivate them to learn effectively.
- The many examples of pupils’ work displayed in school are testament to the quality of their work
and to their enjoyment of learning. In the Reception classes, it was evident that the children
who started school at the beginning of term had already settled quickly into the very clear school
- Each school day begins with an activity which successfully settles pupils to learn and helps to
build confidence for strong individual achievement. During these sessions, partners help each
other to solve problems and this approach underscores for pupils that working with others leads
to more rapid progress than can be achieved alone.
|Inspection report:||Error! No text of specified style in document., 16–17 October 2012||5 of 9|
- Teachers monitor pupils’ progress carefully and check their learning regularly. Books are marked
thoroughly and pupils are given useful pointers on how to improve their work further. Most
teachers check that the advice given is followed up but this is not consistent across the school.
- In the best lessons, teachers set work at the right level for of all pupils, activities are demanding
and perceptive questioning extends pupils’ skills and understanding. In a few lessons, the pace
of learning is slightly slower when questioning is not as skilled, work is less challenging and is
less well matched to the needs of pupils of all abilities. In lessons where pupils were asked to
listen for too long and had fewer opportunities to learn independently, progress was also slightly
- A strong focus on the teaching of English and mathematics, through imaginative sessions on the
themes of ‘Olympic Maths’ and ‘Spy Kids Writing’, which are examples of themes used across the
school, enables pupils to make good progress in these core areas of learning.
|The behaviour and safety of pupils||are good|
- Pupils typically behave well at Etwall Primary. In the playground and in lessons they share
equipment sensibly, are polite and are sensitive to the needs of others.
- Pupils know how to keep themselves safe. They are well informed about different types of
bullying and internet safety and have a sensible attitude to taking risks. Pupils are confident that
the rare incidence of bullying in school will be dealt with quickly.
- From the parents who responded to the questionnaire (Parent View), a very small minority have
concerns about behaviour in school. Inspectors’ scrutiny of behaviour logs and other documents
showed behaviour to be good and any incidents of challenging behaviour to be well managed by
- Attendance is above average and almost all pupils arrive at school on time. Pupils say they like
coming to school. They also say they feel safe in school and parents agree that school is a safe
place to be.
- Staff manage pupils’ behaviour very well. Pupils know the standards of behaviour that are
expected in school and are keen to achieve rewards for good behaviour and extra effort. Points
that are awarded go towards house totals and are much prized.
- Pupils are keen to take responsibility and many examples were seen during the inspection. Pupils
were observed acting as the newly appointed ‘buddies’ who help younger pupils, wearing their
red baseball caps with pride. Also, monitors are very happy to help by serving salads to children
|The leadership and management||are good|
- The very able leadership of the headteacher is instrumental in accelerating pupils’ progress and
bringing about school improvement. Detailed systems to monitor pupils’ progress are used
consistently across the school. These very effectively inform leaders who need extra help to
achieve their potential.
|Inspection report:||Error! No text of specified style in document., 16–17 October 2012||6 of 9|
- School self-evaluation is accurate and areas for development are quickly identified and acted
upon. For example, strategies to improve progress in reading, although not fully embedded, are
already having an impact on pupils’ progress.
- Teacher’s performance is well managed. Teaching is monitored closely and rewards are linked to
the progress made by pupils. Teachers receive good quality training and guidance to help them
improve their skills. The training has led to an improvement in the quality of teaching. It has
been well received by staff who feel more confident about tackling aspects of their performance
that are highlighted for improvement.
- The local authority provides light touch support for this good school. It has provided valuable
expertise in improving teachers’ skills in how early reading is taught. Teachers are successfully
improving their approaches to how the sounds that letters make are taught.
- All pupils have equal opportunities to succeed and the school tackles discrimination forcefully.
This is evident in the good progress made by all groups of pupils including those in receipt of the
- The school’s arrangements for safeguarding pupils are firmly in place and fully meet statutory
- The rich curriculum meets pupils’ needs well. A clear focus on teaching English and mathematics,
combined with many creative and skills-based activities, allows all pupils to succeed. A wide
range of trips, including to a Muslim faith centre in Derby and a residential stay in the Peak
District, add to pupils’ enjoyment of learning. Their enthusiasm for learning modern foreign
languages was evident and provides good balance in the curriculum.
- Pupils’ spirituality is promoted well in assembly through opportunities for prayer and reflection.
The school promotes well an appreciation of local and different global cultures. The good
understanding of others from different ethnic backgrounds, and those holding different beliefs,
promotes insights and tolerance.
- The governance of the school:
is very supportive of the school and knows its strengths and weaknesses well through carrying
out regular and rigorous monitoring of all aspects of the school’s work
has evaluated the impact of the pupil premium funding and judged that has enhanced the
performance of the pupils entitled to it
provides support and challenge for the headteacher in equal measure and its actions are
having a strong impact on bringing about school improvement.
|Inspection report:||Etwall Primary School, 16–17 October 2012||7 of 9|
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 employment.
|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 Ofsted inspectors.
|Inspection report:||Etwall Primary School, 16–17 October 2012||8 of 9|
|Unique reference number||112549|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||269|
|Appropriate authority||The governing body|
|Date of previous school inspection||12 May 2010|
|Telephone number||01283 732301|
|Fax number||01283 732301|