|Name||Dartford Bridge Community Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||29 January 2019|
|Address||Community Campus, Birdwood Avenue, Dartford, Kent, DA1 5GB|
|Religious Character||Does Not Apply|
|Number of Pupils||442 (50% boys 50% girls)|
|Number of Pupils per Teacher||18.6|
|Percentage Free School Meals||6%|
|Percentage English is Not First Language||27.6%|
Information about this school
The school is larger than the average-sized primary school. The proportion of pupils who are eligible for pupil premium funding is lower than the national average. The proportion of pupils with SEND is lower than the national average. The school has two classes in each year group other than Year 6, which currently has one class. From September 2019 there will be two classes in each year group. The school has a nursery offering morning and afternoon sessions. The school runs a breakfast club.
Summary of key findings for parents and pupils
This is an inadequate school Procedures for safeguarding pupils are not effective. Systems for recording and reporting concerns to leaders are disorganised. As a result, leaders and staff do not have a clear understanding of pupils’ needs. Governors accept leaders’ assurances about safeguarding too readily. They have not ensured that safeguarding procedures are fit for purpose. Leaders’ actions to improve the school have not been effective. Standards have declined over time. Leaders have not secured the confidence of staff, parents and carers. Many staff do not feel valued and supported. Numerous parents say leaders do not listen to or act on their concerns. The wider curriculum does not meet pupils’ needs. Pupils do not study a range of subjects with any regularity. Standards are too low, particularly in science. Too few pupils, including those from vulnerable groups, make the progress which they are capable of by the end of key stage 2. The quality of teaching and learning is inadequate over time. Teaching does not meet the needs of different groups of pupils well enough, including the most able and those who need help to catch up. Children in Reception Year are not consistently given effective opportunities to develop their interests and extend their learning. Their well-being and safety are not of the highest priority. The school has the following strengths The teaching of phonics is secure. Pupils make good progress in developing their early reading skills. The leadership of mathematics is effective. Consequently, the teaching of mathematics is improving. Children make a strong start to their learning in the nursery. Leaders’ work to ensure pupils attend school is effective. Overall, pupils’ attendance is high. Specific provision (the Hub) for pupils with special educational needs and/or disabilities (SEND) and for pupils who display challenging behaviours is inclusive and well led.