|Name||Dormansland Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 April 2016|
|Address||Clinton Hill, Dormansland, Lingfield, Surrey, RH7 6PE|
|Religious Character||Does Not Apply|
|Number of Pupils||208 (50% boys 50% girls)|
|Number of Pupils per Teacher||24.4|
|Percentage Free School Meals||5.3%|
|Percentage English is Not First Language||0.5%|
Information about this school
Dormansland is a smaller-than-average-sized primary school. The headteacher has joined the school since the last inspection. The school meets the government’s floor standards, which are the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The school has a much smaller than average proportion of pupils who come from minority ethnic groups or who speak English as an additional language. The proportion of disadvantaged pupils supported by the pupil premium (additional government funding) is lower than the national average. The proportion of pupils with special educational needs or disability is lower than the national average.
Summary of key findings for parents and pupils
This is a good school The headteacher leads the school exceptionally well. She has made a big impact on improving the school since she arrived. Senior leaders and governors work effectively together. Because of this, the school now provides a good standard of education for pupils. The vast majority of teaching is very effective. Most pupils make good progress from their different starting points. Children in the early years get off to a good start. Their individual needs are understood and catered for well by a dedicated team of staff. The small number of pupils from disadvantaged backgrounds are supported well. Consequently, most make good progress as they move through each phase of the school. Governors are effective in supporting school improvement. They have a very detailed knowledge of the school and good strategic oversight of aspects that still need to improve. Because leaders and staff have high expectations, pupils’ attitudes to learning are highly developed. This has a positive impact on the progress they make. The school provides very well for the social and emotional development of pupils. As a result, pupils leave the school well prepared to face the challenges of secondary education. Pupils behave very well, both in and out of the classroom. They display a strong degree of maturity and are very supportive of each other. School leaders ensure that pupils with special educational needs and disability are provided with the right balance of academic challenge and pastoral care. Because of this, their needs are met well. Teachers have good subject knowledge and work hard to ensure their lessons motivate pupils to engage with their learning. It is not yet an outstanding school because : The progress of the most-able pupils is not as strong as it could be, especially in mathematics. Boys are not consistently motivated to do their best. As a result, their outcomes are not as good as those of girls. The very large amount of performance information produced by school leaders is not focused enough. Consequently, self-evaluation and improvement planning are not yet as effective as they might be.