Repton Primary School

Repton Primary School is a welcoming village community school where pupils achieve well and are happy, safe and polite. The early years provision is exceptional, with nurturing staff who develop children’s communication and language exceptionally well, and pupils benefit from warm relationships and calm classrooms. The school’s ethos of respect, pride and success is evident in pupils’ behaviour and work, and a wide range of enrichment activities develops their talents and interests. The curriculum is ambitious and well sequenced, phonics teaching is strong, and pupils who fall behind in reading receive swift support. Pupils with SEND are supported effectively, personal development is a clear strength, and leadership is strong, with effective training and support and challenge from governors and the local authority. Safeguarding arrangements are effective. This was the school’s first routine inspection since the COVID-19 pandemic and, under the current arrangements, no overall effectiveness grade was given; the previous inspection grade was good. There are two main areas for improvement. In a small number of foundation subjects, pupils do not remember important curriculum content securely because prior learning is not revisited effectively enough. In addition, some writing tasks are occasionally too demanding, which prevents some pupils from securing the basics of spelling, handwriting and sentence construction. Some pupils’ knowledge of world faiths is also less secure, but overall the school is performing strongly.

Strengths

• Exceptional early years provision with a nurturing, stimulating environment and expert support for communication and language.
• Ambitious, well-sequenced curriculum that introduces knowledge, skills and vocabulary in a logical order.
• Strong phonics teaching with reading books matched to pupils’ letter-sound knowledge and swift help for those who fall behind.
• A positive reading culture that fosters a love of books from the start of school.
• Teachers have good subject knowledge and use questioning and modelling to challenge pupils to think deeply.
• Effective support and curriculum adaptation for pupils with special educational needs and/or disabilities.
• Warm relationships, good behaviour, calm classrooms and high attendance.
• Personal development is a strength, with rich enrichment, trips, leadership roles and a comprehensive PSHE curriculum.
• Strong leadership that ensures staff have the training they need, with effective support and challenge from governors and the local authority.
• Staff feel valued and appreciate leaders’ consideration for their well-being and workload.
• Safeguarding arrangements are effective.

Areas for Improvement

• In a small number of foundation subjects, pupils do not remember key curriculum content securely because prior learning is not revisited effectively enough.
• Writing tasks are occasionally too demanding for some pupils, preventing them from mastering spelling, handwriting and sentence construction as quickly as they could.
• Teachers do not always use progress information well enough when setting work for some pupils.
• Some pupils’ knowledge of world faiths is less secure.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Repton Primary School attended 96.3% of sessions (the national figure for primary schools was 94.8%). 7.8% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Repton Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Repton Primary School had 22.1 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 4.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 12.6% of pupils at Repton Primary School were on SEN support (nationally 15.4%) and 2.2% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Repton Primary School received £6,198 and spent £6,296 for each of its 231 pupils. It ended the year with a deficit of £3,000 (-£13 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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• Secondary Schools

All schools in Derby · Derbyshire local authority: places and applications

What is Repton Primary School's Ofsted rating?

The latest Ofsted rating for Repton Primary School is Good, from an inspection in February 2025.

When was Repton Primary School last inspected by Ofsted?

Repton Primary School was last inspected in February 2025.

How many pupils does Repton Primary School have?

Repton Primary School has 231 pupils on roll.

What age range does Repton Primary School cover?

Repton Primary School for pupils aged 4 to 11.

What are Repton Primary School's SATs (KS2) results?

In 2025, 73% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Repton Primary School?

Repton Primary School is at Springfield Road, Repton, Derby, Derbyshire, DE65 6GN.