Self Evaluation Summary

School Improvement 2017 – 18

This is the introduction to the school’s current Self-Evaluation Summary for Curbar Primary School (November 2017).


The context and characteristics of the school

  • Curbar Primary School is a local authority maintained village school with 64 children currently on role from 4 – 11 years old.  The number of children on role has fluctuated in recent years from a low of 48 to 76.  This is partly due to demography but there has also been an increase in pupil numbers due to the good reputation of the school.


  • Our catchment covers the three villages of Curbar, Calver and Froggatt. The population of the catchment is approximately 2000. Several children travel to school from neighbouring towns and villages.  It is not a typical rural area, displaying some social deprivation alongside considerable affluence.


  • The school works closely alongside and within the community.  The National Park controls new development very closely and therefore local housing is expensive.  There is one playgroup that operates within our catchment and an out-of-school club which is run on the school site (The 623 club). The vast majority of children move to Lady Manners School in Bakewell for their secondary education.


  • The children are organised into three mixed-age classes: EYFS and KS1; Years 3 and 4; Years 5 and 6.


  • 7.8% of the current pupils (5 children) are classed as ‘disadvantaged children and learners’ and receive the Pupil Premium entitlement. This is lower than national average.  One of these children is adopted from care and receives additional pupil premium funding.


  • 7.8% of current pupils (5 children) are from minority ethnic groups.  This is lower than national average.


  • 5.2% of current pupils (4 children) have English as an additional language.  This is lower than national average.


  • 14.1% of current pupils (9 children) have SEN support.  There are no pupils with an EHP.  This is lower than national average.  Three pupils presently qualify for GRIP funding


  • Pupil stability is broadly in line with national averages.  Apart form the Y6 cohort, 6 children left the school in July 2017 and there were 2 new admissions to the school for September 2017 (not including Reception).


  • There has been significant recent investment in a modular classroom which houses the EYFS/KS1 class (2012) and a new sports facility (MUGA) has recently been completed.


  • Attainment on entry is broadly in line or above national averages for the majority of the reception children (5 pupils).


  • The headteacher has been in post since September 2015 and has a 0.3 teaching commitment.  The previous Headteacher spent three years in the school.


  • The school has the STOP (anti-bullying), ActivMark, Let’s get Cooking, ECO schools and Healthy Schools status.


The last Ofsted inspection was in 2008, when the school was judged to be Outstanding.



The following letter was sent to parents in October 2017 about school improvement for the current year.


Dear Parents and Carers


How do we view the school?


When OFSTED last visited school in 2008, we were graded an ‘outstanding’ school. The OFSTED framework has changed many times since then and it is commonly recognised that the present OFSTED framework has raised the bar even higher. In other words, it is much more difficult than it was to attain an outstanding judgement. We continued to work hard on key areas of the school last year, including areas of maths and english and by improving computing provision. Once again, our end of key stage results are very pleasing so we must have been doing something right! However, we want to maintain and sustain school improvement.


School Improvement Priorities for 2017 – 2018


Following the recent Full Governing Body Meeting, we have agreed the 2017 -18 School Improvement Priorities based on a thorough self-evaluation of provision in school. This is part of the ongoing school improvement cycle that is carried out by all schools.


Both the school improvement priorities (areas for development) and self-evaluation judgements are made by school leadership (including the headteacher, governors and the Derbyshire County Council school improvement partner) against OFSTED benchmarks. We look at a range of evidence from across the school and identify areas for development that we believe will support children in their learning during the coming year. The areas for development are:


  • Ensuring the children recognise and can become ‘good learners’. We will hear them say such things as: ‘I will do better next time by…’, ‘I will keep trying’, ‘There is always room for improvement’, ‘I will learn from my classmates’.
  • To raise achievement in maths by increasing the focus on reasoning skills i.e. using mathematical understanding to problem solve.
  • To raise achievement in writing, especially for those with higher ability.


So what does this mean for school?


The school leadership monitors and evaluates improvements on an ongoing basis. Staff professional development is designed to support the school improvement priorities. Governors have a role in school improvement by attending key meetings and training and by supporting and challenging leadership. Parents play a part by completing questionnaires, attending meetings and keeping up to date with school initiatives. The children have a voice through the Pupil Parliament. We are confident that, as a community, we can all work together to build on our success and continue to make Curbar School an exciting place to learn and grow.


Kind regards


Simon Beahan, Headteacher

Current Date

August 22 2019

No Events were found.

School Contact Details

Calver Bridge, Calver, Hope Valley.

Derbyshire, S323XA


T: 01433630266


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