Derwent Primary School

What Ofsted said

From the inspection on 3 March 2026

Pupils’ experiences of education are not good enough at this school. The teaching of the curriculum lacks clarity and purpose. This means that many pupils do not understand what they are learning or how it fits into the learning journey. Tasks do not reflect the purpose of the learning well enough. Pupils are often unclear of what they should be doing. This limits their progress through the curriculum. The school does not identify the needs of pupils well. This is especially the case for disadvantaged pupils, those with special educational needs and/or disabilities or those with other barriers to their learning. Teachers do not have the information they need so that they can support these pupils effectively in lessons. Sometimes, staff do not have the knowledge or experience to use the strategies that are in place and might help pupils to learn. As a consequence, many pupils do not achieve well. In addition, many of them miss periods of school through suspension. The school has established clear routines and expectations for behaviour. Pupils come into school calmly. Staff greet them with enthusiasm and warmth. Relationships between staff and pupils are positive. Pupils say that staff help them if they are worried. The school's focus on improving attendance means that pupils attend regularly. Pupils enjoy coming to school. There is a sense of community. The school provides a range of opportunities for pupils to be active in making the school a better place. This helps them recognise the importance of supporting others. Pupils enjoy the responsibilities that the school offers and the wide range of clubs. The school council help make playtimes a better, more enjoyable time. Pupils understand about tolerance and respect. This helps them to be active citizens and be prepared for life in modern Britain. The arrival of the new headteacher has provided a renewed sense of clarity and purpose. However, leaders, including those responsible for governance, have not done enough over time to bring about the improvements that this school needs.

What the school should improve

• Those responsible for governance must ensure that they develop leadership capacity so that all leaders have the skills that they need to make the necessary improvements swiftly and effectively.
• Those responsible for governance should ensure that they develop the knowledge and skills to hold leaders fully to account for their work.
• Leaders should ensure that the needs of disadvantaged pupils, including those with special educational needs and/or disabilities, those known to social care and those who may have barriers to their learning, are identified carefully and that information to support these pupils is shared with all staff.
• Leaders should ensure that staff have the knowledge and expertise to deliver the curriculum well and appropriately support all pupils so that they are able to overcome any barriers they may have to their learning and/or wellbeing.
• Leaders should make sure that pupils acquire the essential foundational knowledge needed to secure their future success, so that they achieve well across the curriculum and are ready for their next phase of learning.
• Leaders should continue to improve pupils’ behaviour and ensure that the number of suspensions and exclusions reduces.
• Leaders should ensure that adults engage in high-quality interactions with pupils, particularly in the early years.

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