|Name||Bradfield Dungworth Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||24 May 2011|
|Address||Dungworth Green, Dungworth, Sheffield, South Yorkshire, S6 6HE|
|Religious Character||Does not apply|
|Number of Pupils||103 (47% boys 53% girls)|
|Number of Pupils per Teacher||20.2|
|Academy Sponsor||Peak Edge|
|Percentage Free School Meals||4.9%|
|Percentage English is Not First Language||1.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is a much smaller-than-average primary school which draws pupils from a very large, rural catchment area. It is oversubscribed each year, and once pupils join virtually all stay for the whole of their primary education. Almost all pupils are of White British heritage. The proportion of pupils with special educational needs and/or disabilities is below average, and very few are known to be entitled to free school meals. The school has Healthy Schools status and holds the Basic Skills Quality Mark. Some staff have joined since the last inspection. Building work is currently underway to provide a hall for the school which is due to be completed imminently.
This is a good school. It has many strengths, including the provision of outstanding care, guidance and support and many aspects of pupils’ personal development, including their outstanding behaviour, relationships and high attendance. Under the outstanding leadership of the headteacher, staff work as a united team to continually improve the school so that it provides the best for pupils. It is outward-looking and works effectively to compensate for its relative geographical isolation through developing good partnerships with other organisations which benefit both pupils and staff. Its open approach is typified by its outstanding relationships with parents and carers. Self-evaluation is accurate, resulting in a clear understanding of the school’s strengths and areas that could be developed further. Targeted action is taken as a result, and its impact on improving the school demonstrates a good capacity to improve further. There is recognition that involving all leaders more in the full range of monitoring activities and ensuring even sharper analysis of resulting information is necessary to further improve the precision of evaluation. Fostering pupils’ overall and well-rounded development is central to the school’s philosophy. Extremely effective steps are taken to promote their well-being, safety, health and happiness. As a result, pupils feel absolutely safe and secure. They love coming to school and are very proud of it. They are exceptionally friendly, polite and caring. They respond with great interest and enthusiasm to the wide range of activities that are provided for them and have a very strong awareness of how to stay healthy. Pupils of all ages and abilities achieve well. Although there is some variation in attainment from year to year because of the small cohorts, standards across the school are above average, often significantly so. They are higher in reading than in writing and mathematics. Teaching is good. Teachers motivate pupils by giving stimulating tasks and creating a supportive climate for learning. Careful attention is paid to meeting their different needs and this helps pupils to progress well in their learning. Nevertheless, there is some variation in the effectiveness of teaching and its impact on learning. In some lessons, for example, there are particularly good opportunities created for pupils to develop their understanding by applying their knowledge to new situations through investigative and independent tasks. Individual pupils’ progress is assessed and tracked thoroughly, providing a good overview of where they are in their learning. Data are not yet analysed fully at whole-school level, for example to ascertain how different groups are performing at any given point. The curriculum is interesting and imaginative, enriched by a wide range of experiences.