Frosterley Primary School

What Ofsted said

From the inspection on 23 January 2024

This is a friendly school. Pupils get on well with each other. Instances of bullying and discriminatory behaviour are exceptionally rare. New pupils often arrive. They are welcomed and settle in quickly. Relationships between staff and pupils are respectful and warm. Pupils trust adults and feel safe in school. Pupils respond well to adults' high expectations. Adults are keen for all pupils to achieve as well as they can. They praise pupils when they master something they find tricky. Behaviour is good. Pupils are attentive in lessons. They work hard and present their work to a high standard. Younger pupils get on with tasks independently and are not distracted. Pupils work with a range of adults throughout the week and respond well to all. A very few pupils struggle to manage their own behaviour. Adults support them well and learning is not disrupted. Pupils are well prepared for life beyond school. For example, visits help pupils understand how life is different living in a city. Pupils are thoughtful. Adults encourage pupils to think deeply about issues such as fairness, equality and discrimination. Older pupils enjoy the responsibilities they have in school. Among the many roles, there are digital leaders and school councillors. The school prioritises pupils' well-being. Participation in projects has helped them understand their emotions. They use the well-being area in school purposefully.

What the school should improve

• Sometimes, in the early years, adults do not stretch children as much as they are capable. At other times, activities are too demanding and do not build well on what children already know and can do. This is because the early years curriculum does not build up in small enough steps in some areas of learning, such as understanding the world. Therefore, the school should ensure that the early years curriculum builds up in smaller steps in line with children's developmental stage in all areas of learning and development.
• On occasions, some pupils with SEND do not receive the precise support that they need. The school should further enhance plans to identify the small steps these pupils need to take to improve their learning.
• The school's improvement plan does not set out clear milestones and timescales for intended developments. This makes it difficult for the governing body to check that developments stay on track. Therefore, leaders should ensure that the school's improvement plan has more precise milestones and success criteria so governors can assure developments.

Read the full Ofsted report (opens in a new tab)