|Name||Dinnington First School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 October 2014|
|Address||Sycamore Avenue, Dinnington Village, Newcastle-upon-Tyne, Tyne and Wear, NE13 7JY|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Local Authority||Newcastle upon Tyne|
|Percentage Free School Meals||16.4%|
|Pupils with SEN Support||10.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Dinnington First School is a smaller than average-sized primary school. Most pupils are of White British heritage. The proportion of disadvantaged pupils supported by the pupil premium is below the national average. The pupil premium is additional government funding to support pupils known to be eligible for free school meals or in the care of the local authority. The proportion of pupils supported at school action is broadly average. Those identified at school action plus or who have a statement of special educational needs is below average. The government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics, do not apply to this school because pupils leave the school at the end of Year 4. The school runs a breakfast club and an after-school club. Since May 2014, the school has been part of the Gosforth Schools Trust (a group of nine local First Schools and two of their feeder Middle Schools).
Summary of key findings for parents and pupils
This is a good school. Pupils of all abilities make good and sometimes outstanding progress because they are taught well and are given effective support to catch up if they fall behind. Children get off to a flying start in the Nursery and Reception classes. An exciting learning environment and excellent levels of care ensure children settle quickly and become confident, independent learners. The quality of teaching is good because teachers use their knowledge of all pupils to plan activities that closely match their needs. Teaching assistants are highly skilled and give good support in lessons. This adds to the quality of learning and ensures that all groups of pupils progress at a similar rate. Pupils have good attitudes to learning; they feel safe at school and behaviour is good at all times of the school day. Pupils are proud of their school and of what they achieve. They are confident and quick to tell visitors how much they enjoy their learning and how much they like their teachers. Pupils know that teachers, teaching assistants and lunchtime staff all take great care of them. Their attendance is good. The well-planned curriculum is a strong factor in pupils’ good achievement. It is successful in engaging pupils of all abilities in their learning. Staff have excellent relationships with parents and the school is highly regarded in the local community. The headteacher is determined to ensure all pupils achieve their potential in all aspects of learning. She works in close partnership with a strong governing body. As a result, the school is managed well and this has a positive impact on teaching and pupils’ progress. It is not yet an outstanding school because : While teachers’ marking is regular, it does not always result in rapid improvements in pupils’ work. Subject leaders have not had sufficient opportunities to be as effective as they could be in improving the quality of teaching and learning.