School etc

Village Primary School

Village Primary School
Village Street

phone: 01332 766492

head teacher: Ms Jane Green

school holidays: via Derby council

619 pupils aged 2—10y mixed gender
630 pupils capacity: 98% full

310 boys 50%

≤ 2103y284a114b124c165y396y357y388y439y3710y42

310 girls 50%

≤ 274a134b144c235y376y417y378y339y3710y33

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 %

rooms to rent in Derby

Schools nearby

  1. The Village Community School DE238DF
  2. 0.1 miles Normanton Village Infant School DE238DN
  3. 0.1 miles Normanton House School DE238DF (131 pupils)
  4. 0.3 miles Normanton Junior School DE238DG
  5. 0.4 miles Harrington Nursery School DE238PE (80 pupils)
  6. 0.4 miles Walbrook Nursery School DE238QJ (80 pupils)
  7. 0.4 miles Sunnyhill Infant School DE238AX
  8. 0.5 miles Pear Tree Community Junior School DE238PN (359 pupils)
  9. 0.5 miles Pear Tree Infant School DE238PN (271 pupils)
  10. 0.6 miles Dale Community Primary School DE236NL (552 pupils)
  11. 0.6 miles Hardwick Junior School DE236QQ
  12. 0.6 miles Hardwick Infant and Nursery School DE236QP
  13. 0.6 miles Hardwick Primary School DE236QP (592 pupils)
  14. 0.7 miles Arboretum Primary School DE238GP (479 pupils)
  15. 0.8 miles Stonehill Nursery School DE236TJ (60 pupils)
  16. 0.8 miles An-Noor Primary School DE238FB
  17. 0.9 miles Gayton Junior School DE231GA (366 pupils)
  18. 0.9 miles Ridgeway Infant School DE231GG (269 pupils)
  19. 0.9 miles Derby St Chad's CofE (VC) Nursery and Infant School DE236WR (168 pupils)
  20. 0.9 miles St George's Catholic Primary School DE231GG
  21. 0.9 miles Step Forward Educational Trust (Derby) DE238LU
  22. 0.9 miles St George's Catholic Primary School DE231GG (350 pupils)
  23. 1 mile Nightingale Junior School DE248BH
  24. 1 mile Osmaston Primary School DE248FH (552 pupils)

List of schools in Derby

School report

Village Primary School

Village Street, Normanton, Derby, DE23 8DF

Inspection dates 2–3 October 2012
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

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.
pupils’ needs.
in the Nursery and Reception classes, make
good progress from starting points that are
usually low.
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.

Inspection team

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

Full report

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

Inspection judgements

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
    after-school clubs.
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
    teachers’ skills.
  • 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 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: Village Primary School, 2–3 October 2012 8 of 9

School details

Unique reference number 135116
Local authority Derby
Inspection number 402670

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 581
Appropriate authority The governing body
Chair Claire Thomas
Headteacher Jane Green
Date of previous school inspection 26 November 2009
Telephone number 01332 766492
Fax number 01332 766492
Email address reveal email: h…


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