Village Primary School
phone: 01332 766492
head teacher: Ms Jane Green
630 pupils capacity: 98% full
310 boys 50%
310 girls 50%
Last updated: Sept. 1, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2008
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 434809, Northing: 333598
- GPS coordinates
- Latitude: 52.899, Longitude: -1.484
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 2, 2012
- Region › Const. › Ward
- East Midlands › Derby South › Normanton
- Urban > 10k - less sparse
- Free school meals %
- The Village Community School DE238DF
- 0.1 miles Normanton Village Infant School DE238DN
- 0.1 miles Normanton House School DE238DF (131 pupils)
- 0.3 miles Normanton Junior School DE238DG
- 0.4 miles Harrington Nursery School DE238PE (80 pupils)
- 0.4 miles Walbrook Nursery School DE238QJ (80 pupils)
- 0.4 miles Sunnyhill Infant School DE238AX
- 0.5 miles Pear Tree Community Junior School DE238PN (359 pupils)
- 0.5 miles Pear Tree Infant School DE238PN (271 pupils)
- 0.6 miles Dale Community Primary School DE236NL (552 pupils)
- 0.6 miles Hardwick Junior School DE236QQ
- 0.6 miles Hardwick Infant and Nursery School DE236QP
- 0.6 miles Hardwick Primary School DE236QP (592 pupils)
- 0.7 miles Arboretum Primary School DE238GP (479 pupils)
- 0.8 miles Stonehill Nursery School DE236TJ (60 pupils)
- 0.8 miles An-Noor Primary School DE238FB
- 0.9 miles Gayton Junior School DE231GA (366 pupils)
- 0.9 miles Ridgeway Infant School DE231GG (269 pupils)
- 0.9 miles Derby St Chad's CofE (VC) Nursery and Infant School DE236WR (168 pupils)
- 0.9 miles St George's Catholic Primary School DE231GG
- 0.9 miles Step Forward Educational Trust (Derby) DE238LU
- 0.9 miles St George's Catholic Primary School DE231GG (350 pupils)
- 1 mile Nightingale Junior School DE248BH
- 1 mile Osmaston Primary School DE248FH (552 pupils)
Village Primary School
Village Street, Normanton, Derby, DE23 8DF
|Inspection dates||2–3 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
| Achievement is good and standards are |
Teaching is good and is well focused on
This means all pupils, including those children
Leadership and management, including from
The dedicated staff team is committed to
improving year on year.
in the Nursery and Reception classes, make
good progress from starting points that are
the governing body, are good. The
headteacher is a very effective leader who
has created a clear vision for the future of the
driving forward further school improvement.
| Pupils have good awareness of and respect for |
Good quality provision for spiritual, moral,
Behaviour is good. No form of bullying is
Attendance is average and improving, and
differences between people. Staff have created
a positive and caring climate for learning
where each pupil is treated as an individual.
social and cultural development promotes
pupils’ high self-esteem and confidence. This is
reflected in their good behaviour in lessons and
around the school.
tolerated and pupils feel safe and well cared
there are very few exclusions.
| Teaching, although good, has some |
inconsistencies. Teachers’ expectations of
what pupils can achieve are sometimes too
low and this slows progress.
| Attainment in writing is not consistently above |
average, as it is in reading and mathematics.
|Inspection report:||Village Primary School, 2–3 October 2012||2 of 9|
Information about this inspection
- Inspectors observed 26 lessons, of which nine were joint observations with senior leaders.
- Meetings were held with staff, two groups of pupils, the Chair of the Governing Body and one
other governor, and discussions were held with a representative of the local authority.
- Inspectors took account of eight responses to the online Parent View questionnaire, a letter from
a parent to the inspection provider and a school survey of parental views. They held discussions
with parents and carers at the start of the school day.
- School documentation was examined, including the school’s own data on pupils’ current
progress. Records relating to behaviour, attendance and safeguarding were also scrutinised.
|Andrew Stafford, Lead inspector||Additional Inspector|
|David Westall||Additional Inspector|
|Ann Glynne Jones||Additional Inspector|
|Inspection report:||Village Primary School, 2–3 October 2012||3 of 9|
Information about this school
- Village Primary is larger than the average-sized primary school.
- The proportion of disabled pupils and those who have special educational needs who are
supported at school action is much higher than average, while the proportion supported at
school action plus or with statements of special educational needs is average. The needs of
these pupils relate mainly to speech, language and communication difficulties, and behavioural,
emotional and social difficulties.
- Pupils come from a variety of ethnic backgrounds. The percentage of pupils from minority ethnic
groups is high. The largest group come from Pakistani heritage. Over a third of the pupils speak
English as an additional language.
- The proportion of pupils known to be eligible for the pupil premium is much higher than
- The on-site breakfast club is managed by the governing body. There is an after-school club that
is not managed by the governing body.
- Village Primary School meets the government’s current floor standard, which set the minimum
expectations for pupils’ attainment and progress.
- The headteacher provides support for a local primary school that has not yet appointed its own
What does the school need to do to improve further?
- Raise attainment in writing to consistently meet or exceed the national expectation by:
giving pupils more opportunities to write in all subjects
developing pupils’ ability in extended writing
using discussions in lessons to enhance pupils’ skills in expressing themselves effectively.
- Improve the quality of teaching, eradicating the remaining weaknesses by July 2013, by:
raising all teachers’ expectations of what pupils can achieve
ensuring that all teachers skilfully plan activities that fully engage all pupils, including higher-
achieving pupils, so that they make sustained good progress.
|Inspection report:||Village Primary School, 2–3 October 2012||4 of 9|
|The achievement of pupils||is good|
- Children enter the Early Years Foundation Stage with starting points that are generally below
those levels typical for their age, particularly in communication, language and literacy. Children
make good progress and meet their early learning goals by the time they enter Year 1.
- Good progress throughout Key Stage 1 ensures that pupils meet national expectations by the
end of Year 2 in all subjects, including reading. Pupils feel well supported. One pupil stated,
‘Teachers help us to learn and help us out if we don’t understand, as we are only little. ’In
lessons, pupils were enthusiastic and particularly enjoyed learning in creative ways. In a phonics
session in Year 2, pupils clearly enjoyed speaking words that were displayed.
- Pupils continue to make good progress and their attainment in English and mathematics is above
average by the end of Year 6. In Key Stage 2, pupils thoroughly enjoy their learning, and spoke
of lessons being ‘great fun’ and of having ‘something new and exciting every time we go in to
the classroom’. In a Year 6 lesson, pupils found alternatives for the word ‘said’, learning
synonyms, mapping their findings and writing dialogue with speech and punctuation. These
activities helped all pupils to be more thoughtful about writing and make very good progress.
- The school is successful at narrowing gaps in attainment. There are no significant differences in
achievement between any groups of pupils, including those known to be eligible for the pupil
premium. Disabled pupils and those who have special educational needs receive carefully
targeted provision and consequently these pupils make at least good progress.
- Some pupils do not always make the progress of which they are capable in writing because they
do not have the opportunity to write across a range of subjects or write extended pieces on a
variety of topics. Also, progress is hampered by too few opportunities to plan and rehearse their
sentences prior to writing them down.
- A large proportion of pupils enter the school at the early stages of learning English. These pupils
are fully integrated into the school and they quickly make good progress. Parents and carers of
these children are delighted with their child’s progress and the quality of support provided by the
|The quality of teaching||is good|
- Teaching is typically good and is exemplified by lively lessons that are well planned and match
the needs of individual pupils. Most teachers share their high expectations with pupils, including
how they can improve their work, and this has a positive impact on progress. For example, in a
Year 3 history lesson, role play and effective questioning enabled pupils to share ideas about
Anglo-Saxon life and quickly develop their understanding of social and moral issues.
- Pupils make good progress in reading because there is an emphasis on developing their skills
through structured programmes of teaching phonics (linking letters and sounds). Throughout the
school a wide range of reading activities is provided. These are matched well to the capabilities
and interests of pupils and this contributes to above-average standards in reading by the time
pupils reach Year 6.
- Most teachers plan carefully to ensure that speaking and listening skills are a strong feature of
lessons and the pupils are used to explaining their ideas to ‘talk partners’. However, in some
lessons the planning does not include opportunities for discussion. Sometimes the work set is
not sufficiently challenging to ensure that learning is sustained and progress is good.
|Inspection report:||Village Primary School, 2–3 October 2012||5 of 9|
- Resources, including information and communication technology, are used effectively to support
learning. Good use is made of interactive whiteboards to model the writing process and support
vocabulary learning. Pupils who speak English as an additional language benefit from working
with bilingual support staff as well as the dedicated teacher.
- The teaching of disabled pupils and those who have special educational needs is good. Skilled
teaching assistants provide support and ensure that those who find learning more difficult or
whose needs are complex enjoy their learning and achieve well.
- Although many lesson structures are adapted to meet the needs of individual pupils, in some
lessons the higher achievers do not always have sufficient challenge to enable them to develop
their independent study skills and reach even higher levels.
- Children in the Early Years Foundation Stage have many opportunities to play and learn in the
excellent outdoor area where their independence is nurtured through the activities they choose.
These opportunities lead to good productive relationships being formed between children and
adults and are a strong feature throughout the school.
- Externally moderated assessments ensure that there is an accurate view of the achievement of
all pupils throughout the school. Staff use assessment information well. Marking throughout the
school enables pupils to understand the next steps in their learning through individualised
targets. However, teachers do not always allow time for pupils to respond fully to marking so
that they can evaluate their own learning.
|The behaviour and safety of pupils||are good|
- Pupils behave well and learning is rarely disrupted through poor behaviour. Staff have
established consistent and rigorous procedures for managing behaviour. Consequently, the
school is a harmonious environment. The inspection endorsed the views of the vast majority of
parent and carers who believe that behaviour is usually good and that their children are safe.
- Around the school pupils are polite and courteous to each other and to visitors. In the
playgrounds ‘buddy benches’ ensure that all pupils are fully included. For the very few who find
difficulty in conforming to the school’s high expectations, the school makes good use of external
agencies, for example behaviour support services.
- Pupils say there is no bullying and that adults are always on hand to sort out any minor
disagreements that arise occasionally. Pupils have a secure understanding of different types of
bullying, especially cyber-bullying and that relating to prejudice.
- Pupils entering the school at times different from the start of the normal school year are well
supported by their peers, many of whom act as young interpreters. Pupils show respect towards
those from different backgrounds and they appreciate the numerous opportunities to learn about
other cultures. As one parent said, ‘All cultures get on well here’.
- The school provides good opportunities for pupils to develop their social skills in a safe and
stimulating environment, both at the beginning and end of the school day with the breakfast and
|Inspection report:||Village Primary School, 2–3 October 2012||6 of 9|
- Attendance has improved considerably since the last inspection and is now average. This is due
to a consistent and relentless approach by staff in tackling persistent absence. Parents and
carers are encouraged to ensure their children attend school, often through telephone calls and
mobile telephone text messages, and 100% attendance is rewarded with a meal at a local
|The leadership and management||are good|
- The relentless ambition of the senior leadership team, driven by the passionate and highly
effective headteacher and deputy headteachers, has brought about considerable changes to
pupils’ outcomes. All areas for improvement identified at the previous inspection have been
tackled successfully. A culture of rapid and sustainable improvement has been achieved by
robust monitoring and action planning which ensures that pupils make good progress.
- Performance management is effective because it links the impact of teaching to the pupils’
achievement. Middle leaders work well to raise attainment in their areas of responsibility and are
enthusiastic about securing further improvements through, for example, repeating ‘Book Week’
and having more visiting authors. However, subject leaders have too little direct involvement in
monitoring the quality of teaching.
- The school is a member of the Derby Pride Trust. Through this membership the school works
with other schools and is able to provide enhanced curriculum opportunities for all pupils. Also,
this is one of the many opportunities the school provides to share best practice to improve
- Self-evaluation is accurate and is based on comprehensive monitoring of teaching and learning.
School leaders monitor clear priorities for development closely to ensure that actions are having
a beneficial impact on pupils’ achievement.
- Parents, carers and pupils report that the school is effective in discouraging all forms of
discrimination and works unstintingly to ensure equality of opportunity for all. To achieve the
overarching aim for a school which provides for the needs of pupils of all backgrounds and
abilities, the school works closely with a variety of external agencies to support those families
whose circumstances may make them vulnerable.
- Pupils are consulted widely, for example when developing the curriculum. They contributed ideas
about the topics that they want to study, for instance, ‘Space’ in Year 6. Pupil involvement of
this kind helps the school to ensure that pupils are fully engaged.
- Teachers plan to provide rich and memorable experiences to enhance pupils’ spiritual, moral,
social and cultural development. Pupils talk excitedly about their experiences on the residential
visit. The assemblies taken by members of the local parish church enable pupils to reflect on
personal values and beliefs. There is a good programme of clubs and enrichment opportunities,
which makes a positive contribution to pupils’ enjoyment.
- The local authority has provided effective support for the teaching of English and mathematics
which has improved the quality of teaching in these subjects.
- The governance of the school:
is secure, with the governing body having a good understanding of the school’s strengths and
weaknesses, based on frequent and comprehensive monitoring of the school’s work
ensures that procedures for safeguarding are robust so that pupils are safe in school.
|Inspection report:||Village Primary School, 2–3 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:||Village Primary School, 2–3 October 2012||8 of 9|
|Unique reference number||135116|
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||581|
|Appropriate authority||The governing body|
|Date of previous school inspection||26 November 2009|
|Telephone number||01332 766492|
|Fax number||01332 766492|