Inspection report

Unique Reference Number 926415

LEA Derbyshire LEA

Inspection number 619036

Inspection dates 21 - 22  September 2006

Reporting inspector Huang Annsaw (HMI)

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

Type of School Primary

School address Peakland Primary School, Village Green Back Road, Peakland.

School category Community

Age range of pupils 4-11

Gender of pupils Mixed

Number on roll 65

Appropriate authority The governing body Chair of Governors Reverend David Allonby

Headteacher Mr Edward Ewan

Date of previous school inspection 10 February 2004

4-11                 21 - 22  September 2006         619036

(c) Crown copyright 2006

Website: www.ofsted.gov.uk

This document may be reproduced in whole or in part for non commercial educational purposes, provided that the

information quoted is reproduced without adaptation and the source and date of publication are stated.

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a

copy of this report free of charge or in prescribed cases on payment of such fee as they think fit ( not exceeding the

cost of supply ), to any person who asks for one.

The inspection was carried out by one of Her Majesty's Inspectors and two Additional Inspectors.

Peakland is a smaller than average primary school with a nursery. Most pupils are of white British heritage. The social

circumstances of most families are favourable and the percentage of pupils eligible for free school meals is very low. A

smaller proportion than average has learning difficulties and disabilities or statements of special educational need.

Grade 1 Outstanding

Grade 2 Good

Grade 3 Good

Grade 4 Satisfactory

Peakland provides its pupils with a satisfactory education. There is a strong focus on supporting the personal

development and well being of all pupils so they feel safe and well cared for. They talk confidently and happily about

their school. They value the good range of clubs and particularly enjoy the visits they make linked to the curriculum.

The school works effectively in partnership with others. Most parents are supportive of the school and say that their

children enjoy school. Pupils agree with this and say their lessons are 'fun'.

The majority of pupils join in the Nursery class and most have the levels expected of their age, although their language

and communication skills vary. They are given an appropriate range of practical experiences and good provision is made

for their personal, social and emotional development, particularly in the Nursery. As a result they make satisfactory

progress and most reach the goals expected by the end of the Reception year. As pupils move through the school the

progress they make is satisfactory but varies between classes.  By the end of Year 6 standards remain average but are

better in English than in mathematics and science. This is because pupils have good opportunities to practise their literacy

skills in other subjects.

Teachers have good relationships with pupils based on mutual trust and respect. As a result pupils generally respond

well, have good attitudes to learning and are keen to take part in lessons. Tasks are not always matched to pupils'

needs and are sometimes too easy. When work is not sufficiently challenging the pace of learning slows and some

pupils lose concentration. Pupils do not have specific learning targets and the quality of marking is consistent so pupils

 always know what they need to do to improve.

The headteacher and governors understand the strengths of the school and where improvements need

to be made. This is because they have put into place systems to monitor the quality of teaching and learning and the

progress pupils make. However, because these systems are new, the identification of underachievement has been slow

and action to address this is not yet fully in place. Information is not used rigorously to evaluate accurately the impact

of school actions on the outcomes for pupils, for example in the changes made to the curriculum.

There has been improvement since the previous inspection in the consistency of behaviour management, the role of

subject leaders and the level of challenge, support and monitoring by governors, although the use of assessment to

inform planning remains an issue to address. The school has satisfactory capacity to improve further.

Improve the consistency of teaching and learning by providing greater pace and challenging work more closely

matched to pupils' needs.

Use tracking information to identify underachievement early and target support.

Rigorously analyse and evaluate the impact of school actions on the progress pupils make and standards they achieve.

Pupils reach average standards and make satisfactory progress in relation to their starting points and ability, including

those with learning difficulties and disabilities. There has been a decline in the rates of progress pupils make in recent

years because their progress has not been monitored rigorously and their learning needs have not been consistently

met. A system to track the progress pupils make each term has been introduced. As a result the school has a clear

understanding of where there is underachievement and is beginning to use this information to target support. A focus

on literacy resulted in more pupils achieving the higher levels in writing  in the 2006 national tests. English

targets  were exceeded at the higher levels in 2006 and many pupils exceeded the higher levels in mathematics and science.

Pupils' personal development and well being are good. Nursery children settle well and quickly become confident, secure

learners. In the Reception classes children concentrate for long periods and cooperate well with each other. All pupils

enjoy their learning, in particular the practical and creative activities. They are conscious of safety issues and know for

example how to use tools safely in design and technology lessons. Behaviour is satisfactory.  Recent figures show an

improvement in attendance following a period of decline. Pupils' spiritual, moral, social and cultural development is

good. School councillors show a good moral and social responsibility for others and support them by resolving minor

playground issues and raising funds for charity and school resources such as drinking fountains. They are surveying

eating habits to encourage further pupils to adopt a healthy lifestyle. They enjoy the role and make a positive contribution

to school and community life. Examples of pupils counting cake sale proceeds and organising future school council

elections show how they use their literacy and numeracy skills in preparation for the world of work.

Teaching and learning are satisfactory. Relationships between staff and children in lessons are good so most pupils

respond quickly and enthusiastically. There is some good practice in school where lessons are purposeful and effectively

paced. In these lessons pupils are actively involved in their learning. Learning objectives are clearly stated and

opportunities for paired and independent learning planned well. Effective strategies to support literacy development

ensuring that pupils of all abilities are able to participate and their behaviour is good as a result.

Pupils make satisfactory progress rates vary from class to class.

Where the use of assessment information is limited, lessons do not focus sharply enough on the next steps in learning

for pupils so they are not challenged. This limits their progress.

The use of teaching assistants is appropriate. They offer good teaching support for individual pupils and identified

groups.

The curriculum is satisfactory. There is no doubt that pupils enjoy coming to school. Year 3 pupils spoke enthusiastically

about their work on rubbish and environmental issues linked to one book title and developed through all other

curriculum subjects, culminating in a presentation in a special assembly. Whilst the staff have contributed and supported

a curriculum redesign there is a lack of specific evidence to evaluate its effectiveness on standards and achievement.

An appropriate range of programmes is offered to support pupils with learning difficulties and disabilities. Early support

also helps younger pupils develop their reading and oral skills.

There is a very good range of extra-curricular activities which children talk positively about and are invited to attend.

The breakfast club and after school provision is well used by parents.

Care, guidance and support for pupils are satisfactory. Pupils are well cared for and know what to do if they are

concerned about anything. Procedures to ensure that children are protected and their health and safety is assured are

good. Supervision at lunch and playtimes is effective. Staff comment favourably about the new walkie-talkies which

enable lunch time organisation to run more smoothly and a quick response to incidents, should the need arise.

The school has good links with a range of outside agencies. 

Leadership and management are satisfactory. There is a clear vision for the school shared by phase and subject leaders

as well as governors. The effectiveness of self-evaluation is satisfactory. A focus on raising standards is evident in the

school development plan and monitoring systems are in place to identify strengths and improve weaknesses, although

the close tracking of the progress pupils make is new. Consequently, the evaluation of its effectiveness is over

generous. The results of the school's monitoring and evaluation are not yet sufficiently rigorous or used systematically

to increase the pace of improvement.

The governing body's critical friend role has significantly improved since the last inspection and is now satisfactory.

Governors understand the school's strengths and weaknesses but are too accepting of the slow pace of improving

pupils' achievement and standards. There is a good range of resources and staff are deployed appropriately, with

training regularly undertaken to update skills. Equality of opportunity for all learners is appropriately identified and

promoted in the school's work. Satisfactory links are made with other agencies to access further resources for

individuals and groups.

Document reference number: 926415  14 December 2006