|Name||Diamond Wood Community Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 April 2019|
|Address||North Road, Ravensthorpe, Dewsbury, West Yorkshire, WF13 3AD|
|Number of Pupils||390 (55% boys 45% girls)|
|Number of Pupils per Teacher||20.0|
|Academy Sponsor||Enhance Academy Trust|
|Percentage Free School Meals||17.5%|
|Percentage English is Not First Language||92.3%|
Information about this school
Diamond Wood Community Academy Infant and Nursery School is larger than the average-sized primary school and is part of the Enhance Academy Trust. The trust is made up of members from the Diocese and a board of trustees with delegated management to a chief executive and a governing body. The early years unit accommodates part-time Nursery-aged children as well as children in the Reception class who attend school full time. Almost all pupils are from a minority ethnic background. The large majority are of Asian or Asian British/Pakistani heritage and many are Eastern European. Many children start school in the early stages of learning English. The proportion of pupils who join and leave the school outside the normal times is higher than the national average. The proportion of disadvantaged pupils, those who are supported by the pupil premium funding, is at about the national average. The proportion of pupils with SEND is higher than the national average.
Summary of key findings for parents and pupils
This is a good school Leaders, together with effective support from the trust and governors, have successfully improved the quality of education since the previous inspection. The quality of teaching across the school is now good. As a result, pupils make good progress from their often low starting points, especially in mathematics and writing. Expectations of what pupils can achieve have been raised and outcomes have improved. By the end of Year 2, standards of attainment are now similar to the national average. The teaching of mathematics and writing is good. Teachers use assessment information effectively to plan learning that is well matched to pupils’ varying needs and abilities. While the teaching of phonics is also good, pupils’ achievement in reading is sometimes held back because of weaknesses in pupils’ spoken language skills. Some pupils have a limited vocabulary and so the content and subject matter of what they read is not understood. Opportunities to promote a range of high-quality texts and literature within classrooms and the school library are sometimes missed. Leaders use the additional funding they receive for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) effectively. These groups of pupils achieve well. Procedures for safeguarding pupils are highly effective. The school is thorough in pursuing any concerns. Pupils say that they feel safe and know how to keep themselves safe. The school’s curriculum is very well adapted to take into account the diverse community the school serves. Pupils develop a keen awareness of people from other backgrounds and with different beliefs. Pupils behave well, show good attitudes to learning and enjoy school. Leaders have taken effective steps to improve attendance and most pupils attend school regularly. However, too many pupils are absent from school because of extended holidays during term time. This impacts on their learning. In early years, many children start school with little or no English. Good teaching and effective support ensure that they soon settle, quickly adapt to routines and expectations, and make good progress. Opportunities to develop children’s language skills through their play, however, are sometimes overlooked.