School etc

Tintwistle CofE (Aided) Primary School

Tintwistle CofE (Aided) Primary School
South Close

phone: 01457 852611

headteacher: Mrs Jo Griffin Ma

reveal email: i…


school holidays: via Derbyshire council

102 pupils aged 4—10y mixed gender
119 pupils capacity: 86% full

50 boys 49%


50 girls 49%


Last updated: June 19, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 401648, Northing: 396997
GPS coordinates
Latitude: 53.47, Longitude: -1.9766
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 30, 2013
Diocese of Chester
Region › Const. › Ward
East Midlands › High Peak › Tintwistle
Urban > 10k - less sparse
Free school meals %

rooms to rent in Glossop

Schools nearby

  1. 0.2 miles Arnfield Independent School SK131NE (8 pupils)
  2. 0.5 miles St Charles's Catholic Primary SK131PJ (209 pupils)
  3. 0.7 miles Hadfield Nursery School SK132DW (109 pupils)
  4. 0.7 miles Hadfield Infant School SK131PN (187 pupils)
  5. 0.7 miles St Andrew's CofE Junior School SK132DR (186 pupils)
  6. 0.9 miles Hollingworth Primary School SK148LP (209 pupils)
  7. 0.9 miles Padfield Community Primary School SK131EQ (116 pupils)
  8. 1 mile Longdendale High School SK148LW (781 pupils)
  9. 1.5 mile Gamesley Early Excellence Centre SK130LU (106 pupils)
  10. 1.5 mile Gamesley Community Primary School SK136HW (290 pupils)
  11. 1.7 mile Mottram CofE Primary School SK146JL (140 pupils)
  12. 1.7 mile Dinting Church of England Voluntary Aided Primary School SK136NX (108 pupils)
  13. 1.8 mile St Luke's CofE Primary School SK137BS (174 pupils)
  14. 1.8 mile Glossopdale Community College SK137DR (1203 pupils)
  15. 1.8 mile Talbot House School SK137DP
  16. 1.8 mile Brambles School SK146NT
  17. 2 miles All Saints Catholic Primary School SK137RJ (94 pupils)
  18. 2 miles St Margaret's Catholic Primary SK136JH (50 pupils)
  19. 2.1 miles Simmondley Primary School SK136NN (296 pupils)
  20. 2.1 miles St James' CofE Controlled Primary School SK138EF (327 pupils)
  21. 2.1 miles Duke of Norfolk CofE Primary School SK137RD (306 pupils)
  22. 2.1 miles St Philip Howard Catholic School SK138DR (492 pupils)
  23. 2.2 miles Arundale Primary School SK146PW (188 pupils)
  24. 2.2 miles Stalyhill Infant School SK152TR (180 pupils)

List of schools in Glossop

School report

Tintwistle CofE (Aided)

Primary School

South Close, Tintwistle, Glossop, SK13 1LY

Inspection dates 30–31 January 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Pupils make good progress through school
Teaching is good. Lessons are well organised
Behaviour in school is good. Almost all pupils
and standards in reading, writing and
mathematics are above average at the end of
Year 6.
and pupils have many opportunities to work
together. As a result they are able to work
well independently.
are polite and courteous to others. They play
well together and they say they feel safe in
The school is well led and managed. The
Pupils who are disabled or who have special
headteacher and governing body know the
school well and have brought about significant
improvements since the last inspection.
educational needs are supported well and as a
result make good progress.
Arrangements for the teaching of the new
In the Early Years Foundation Stage activities
literacy programme are not as effective as
they could be as some teachers are not yet
familiar enough with it and lack confidence,
so that progress in some groups is not as
rapid as in others.
that children choose themselves are not as
well supported as they could be.
Pupils know how well they are doing but
marking in books does not always help them to
understand how to make the next steps, and
they are often not given opportunities to
respond to advice.
Inspection report: Tintwistle CofE (Aided) Primary School, 30–31 January 2013 2 of 9

Information about this inspection

  • The inspector observed eight lessons taught by five teachers. Two lessons were jointly observed
    with the headteacher. She also observed teaching in three other small group sessions.
  • Meetings were held with senior teachers, two members of the governing body, a representative
    of the local authority and a group of pupils.
  • The inspector looked at a range of documents, including pupils’ progress information, samples of
    pupils’ work, records of the headteacher’s monitoring of teaching, local authority evaluations of
    the school, the school development plan, governing body minutes, and documents relating to
  • The inspector heard pupils read and talked with them in lessons about their enjoyment of
  • She took account of 28 responses to the online questionnaire (Parent View), governing body
    surveys of parents’ views and talked informally to parents as they brought their children to
  • Six responses to the staff questionnaire were also taken into account.

Inspection team

Christine Merrick, Lead inspector Additional Inspector
Inspection report: Tintwistle CofE (Aided) Primary School, 30–31 January 2013 3 of 9

Full report

Information about this school

  • Tintwistle is smaller than the average-sized primary school.
  • The large majority of pupils are of White British heritage and speak English as their first
  • The proportion of pupils supported at school action is above the national average. The
    proportion supported at school action plus or through a statement of special educational needs
    is below average.
  • The proportion of pupils who are supported by the pupil premium (additional government
    funding provided for children in local authority care, those from service families and those known
    to be eligible for free school meals) is below the national average.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • The school has three mixed age classes and an Early Years Foundation Stage class. The Early
    Years Foundation Stage class shares a unit with the Jack-in-a-Box pre-school provision which is
    not managed by the governing body and which is inspected separately.

What does the school need to do to improve further?

  • Ensure that children meet or exceed age related expectations at the end of Reception by:
    ensuring that there is good quality adult support and interaction for children when they are
    engaged in self-chosen play-based activities so that they are made to think harder.
  • Improve teaching by:
    providing training and support so that all members of staff have the skills, knowledge and
    confidence to teach the literacy programme effectively
    ensuring that feedback to pupils is clear as to how they can make the improvements needed
    to move to the next level and accompanied by opportunities to respond to the advice given
    giving teachers with responsibility for key areas such as literacy opportunities to work
    alongside staff in order to further improve practice.
Inspection report: Tintwistle CofE (Aided) Primary School, 30–31 January 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • Children enter Reception with attainment that is broadly in line with expectations for their age,
    except in literacy where they are below expectations. Pupils make good progress and at the end
    of Year 6 a large majority of pupils reach standards that are above the national average in
    mathematics and reading, with slightly fewer reaching this level in writing.
  • Children in the Early Years Foundation Stage settle well because of the close partnership
    between school staff and the privately run pre-school that shares the unit. The staff from both
    groups collaborate well and they plan and reflect on learning together with the children. As a
    result there is great continuity and the children are happy and secure.
  • The introduction of a new programme for literacy is already having an impact in those classes
    where teachers are most confident with it. Children in Reception are now able to recognise many
    letter/sound relationships such as ‘igh’ in ‘flight’. Older pupils apply these skills well in their
    writing. They also use interesting and varied vocabulary and by the end of Year 6 they write
    confidently in a variety of different ways for different purposes.
  • Pupils make good progress in reading. At the end of Year 2 standards are above average and in
    Year 6 pupils are fluent and capable readers. They are able to use a variety of skills to read with
    accuracy and expression. Almost all say they enjoy reading and are able to talk about their
    favourite kinds of books and authors.
  • Attainment in mathematics is particularly high because lessons are interesting and pupils are
    very motivated, particularly in Key Stage 2. They enjoy problem solving and discussing how they
    have worked out their answers. As a result they learn to persevere when they have difficulties
    and understand that there are different ways to find an answer.
  • Disabled pupils and those who have special educational needs achieve well. This is because they
    are monitored carefully, given appropriate help in class and external agencies are brought in to
    support them where necessary. This ensures that they are fully included, have equal access to
    the full range of learning opportunities offered in school, and progress at a similar rate to other
  • The additional government funding (pupil premium) is spent on providing one-to-one support
    and additional staffing so that pupils work in smaller groups during literacy and numeracy
    lessons. This ensures that teachers are able to give pupils work closely matched to their needs
    and they make good progress and attain well as a result.
The quality of teaching is good
  • A large majority of parents feel that teaching in the school is good. Inspection evidence shows
    that teaching has improved since the last inspection. Teachers know the pupils well and are
    responsive to each individual pupil so that relationships in the classroom are good. This makes
    the atmosphere positive, and results in pupils who are enthusiastic, motivated learners
    developing the ability to work independently and with others.
  • Teaching in the Early Years Foundation Stage is much improved and now includes good
    processes for checking how well children are developing. Staff use a tablet computer to record
    observations and store photographs. Parents can also contribute to these assessments from
    home. This means that partnerships with parents work well.
Inspection report: Tintwistle CofE (Aided) Primary School, 30–31 January 2013 5 of 9
  • Early Years Foundation Stage teachers focus on developing children’s language and literacy
    skills. Children use puppets and props to re-enact and retell stories such as ‘The Three Little
    Pigs’. Good use is made of the outside area where they enjoyed building a den to represent the
    house of one of the pigs. Sometimes activities are too adult-driven and adults do not involve
    themselves in children’s freely chosen play activities as much as they should.
  • Teachers give pupils many opportunities to work together, to cooperate and collaborate so that
    they develop the ability to listen to others, find ways of solving problems and develop good
    social skills. They are encouraged to develop their own ideas. For instance, in a Year 3/4 lesson
    on electricity, a pupil wondered whether adding additional batteries would make the buzzer
    louder and he was able to test this out and draw conclusions for himself.
  • Pupils are given interesting activities such as investigating aboriginal art and creating dot-painted
    eggs in Key Stage 1. Mathematics classes include investigations, games and competitions that
    sustain their interest and keep them engaged in their learning. Pupils enjoy lessons such as
    these and make good progress as a result.
  • Other adults working with the teachers offer good support to children who find learning hard or
    who have behaviour difficulties. They help pupils understand what is expected, offer praise and
    support in lessons and focused, individual work on a one-to-one or small group basis. The
    headteacher works hard to ensure that where pupils need specialist help, such as an educational
    psychologist or speech therapist, this is accessed through appropriate agencies.
  • Staff have welcomed the new literacy programme and pupils are now organised into flexible
    teaching groups so that teaching is very focused. However, some staff lack confidence in
    implementing the programme because they have not had sufficient training and support so some
    groups make more rapid progress than others.
  • Teachers use the school’s marking policy consistently. Pupils have success criteria against which
    they can check their own work and teachers ensure that they know how well they are doing. Not
    all teachers give pupils explicit information about how to improve their work, nor do pupils
    always have the opportunity to consider and respond to any written advice.
The behaviour and safety of pupils are good
  • When talking to pupils both in a group or informally, on the playground and in the lunch hall,
    they said that behaviour is usually good and that there are few disagreements. Parents who
    responded to the online questionnaire held different views about the behaviour of pupils in
    school. However, the majority felt behaviour is good. Inspectors agree with this as most pupils
    are very cooperative and show a good understanding of right and wrong.
  • In assembly pupils sing enthusiastically. They are very attentive and respectful, reflecting their
    good spiritual and moral development. When walking around school the pupils are calm and
    sensible and in lessons they show good social skills, working well together in pairs and small
    groups. Records show that the few instances of difficult behaviour are followed up well and this
    was borne out by pupils who said that when children do misbehave it is dealt with quickly.
  • Bullying is rare. Pupils show a good understanding of different types of bullying such as cyber-
    bullying and they know how to keep themselves safe. The majority of parents who responded to
    the online questionnaire felt that the school was a safe, secure place and those that were
    spoken to informally as they arrived at school with their children confirmed this.
Inspection report: Tintwistle CofE (Aided) Primary School, 30–31 January 2013 6 of 9
  • Pupils say that they enjoy school. They are keen to take part in activities such as the
    cheerleaders club and contribute to local and national events supporting charities, such as Red
    Nose Day and Children in Need. They make suggestions for improvements that are then
    discussed at the school council and take responsibility for the environment through the ECO
  • Attendance is in line with national averages and improving. The school follows up absences and
    works closely with families where necessary.
The leadership and management are good
  • The school is well led and managed with the headteacher and governing body working closely to
    develop and communicate high expectations and a commitment to constant improvement.
    Together they have sustained improvements whilst managing a number of recent staff changes.
  • The headteacher and governing body have a clear and accurate understanding of the school’s
    strengths and areas for development. This is validated by local authority evaluations. The school
    development plan is succinct and well-focused on areas for further improvement, with clear
    timescales for completion.
  • The literacy coordinator and Early Years Foundation Stage coordinator, though relatively new to
    their posts, understand their areas well, know what they need to do and have already brought
    about improvements. However, teachers who have responsibility for subject areas do not often
    have the opportunity to work alongside other staff in their classrooms so that they can support
    change more effectively.
  • The curriculum is broad and balanced and is enriched with visits such as the residential to
    Buxton. Pupils enjoy opportunities to play instruments and learn languages, whether familiar
    ones such as French or less familiar ones such as Tamil or Lithuanian, to support relationships
    with other children in school. They also learn about a range of other faiths and customs which
    contributes to their spiritual and cultural development.
  • There are effective appraisal arrangements to review the progress of individual teachers and the
    headteacher. Areas for improvement are related to their responsibilities and to the priorities of
    the school. Governors ensure that there is a clear link between levels of experience,
    performance and pay.
  • The local authority has provided the school with good support. The school appreciates this input,
    for instance in working with newly qualified teachers, and through the regular dialogue they
    have about progress and improvement.
  • The governance of the school:

Governors make an outstanding contribution to the leadership and management of the school.

They are knowledgeable, well organised and pro-active. They gather the views of parents and
children and follow up on these, for instance when organising workshops about behaviour so
that policies and procedures are better understood. They understand how and why resources
such as the pupil premium are used. They monitor the work of the school very well. They are
able to ask challenging questions about pupils’ progress and know how different groups of
pupils are doing. They are well trained and ensure that all safeguarding requirements are in


Inspection report: Tintwistle CofE (Aided) Primary School, 30–31 January 2013 7 of 9

What inspection judgements mean


Grade Judgement Description
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: Tintwistle CofE (Aided) Primary School, 30–31 January 2013 8 of 9

School details

Unique reference number 112923
Local authority Derbyshire
Inspection number 401323

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

Type of school Primary
School category Voluntary aided
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 111
Appropriate authority The governing body
Chair Vicky Mullis
Headteacher Jo Griffin
Date of previous school inspection 7 December 2009
Telephone number 01457 852611
Fax number 01457 852611
Email address reveal email: i…


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