Peakland Primary School
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
Age group Inspection Date(s) Inspection No.
4-11 21 - 22 September 2006 619036
(c) Crown copyright 2006
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.
Description of the school
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.
Key for inspection grades
Grade 1 Outstanding
Grade 2 Good
Grade 3 Good
Grade 4 Satisfactory
Overall effectiveness of the school
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.
What the school should do 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.
Achievement and standards
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.
Personal development and well-being
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.
Quality of provision
Teaching and learning
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
Curriculum and other activities
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
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
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
Inspection Report: Peakland Primary School, 21 - 22 September 2006
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk.