|Name||Dorridge Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 February 2018|
|Address||Station Road, Dorridge, Solihull, West Midlands, B93 8EU|
|Religious Character||Does Not Apply|
|Number of Pupils||697 (48% boys 52% girls)|
|Number of Pupils per Teacher||23.6|
|Percentage Free School Meals||2.1%|
|Percentage English is Not First Language||3.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Dorridge Primary School opened on 1 September 2014 following the amalgamation of Dorridge Infant School and Dorridge Junior School. The school’s unique reference number applied to the former infant school, which was deemed outstanding in March 2008. The junior school was deemed to require improvement when it was inspected in June 2013. The headteacher took up her post in January 2015. Dorridge Primary School is much larger than the average-sized primary school. The large majority of pupils are from White British backgrounds. The remainder of pupils are from a wide range of minority ethnic backgrounds. A small number of pupils speak English as an additional language. A much smaller than average proportion of pupils are known to be eligible for the pupil premium. The proportion of pupils who have SEN and/or disabilities is below the national average. However, the proportion supported with a statement of special educational needs or an education, health and care plan is above that seen nationally. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ achievement and progress. The school offers before and after school wraparound care. This provision is managed by the governing body.
Summary of key findings for parents and pupils
This is a good school Leaders have successfully established an effective school community in which pupils have every opportunity to thrive academically, socially and emotionally. Governors know the school well, including its many strengths and those areas for further improvement. Along with school leaders, they have an unwavering determination and aspiration to secure the best possible outcomes for all pupils. However, some improvement plans do not reflect the school’s self-evaluation. Pupils benefit from a new, rich, creative and vibrant curriculum that increasingly engages their interest and encourages a desire to learn. Progress and outcomes for current pupils across the school in reading and mathematics are strong. Outcomes in writing, especially for boys, have not been as good but are now improving. Disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities make good progress because of the effective support that they receive. Safeguarding is effective. Pupils know that they can trust adults to help keep them safe. Pupils value their education and rarely miss a day at school. They are proud of their school and show excellent attitudes to learning. Pupils’ behaviour is of the highest standard. Teachers and teaching assistants generally have high expectations about what pupils can achieve. They ask effective questions to deepen pupils’ understanding and quickly tackle any misconceptions. However, in a small number of lessons, teaching approaches are inconsistent and this leads to a lack of challenge or lost learning time. Leaders and teachers have a clear understanding of pupils’ progress in English and mathematics. Lessons are carefully planned to match pupils’ needs. Assessment is not as well developed in other subject areas. Children in the early years get off to a flying start. They benefit from warm relationships with staff and interesting, varied activities. They make very good progress from their individual starting points. While the senior leadership team is highly effective, middle leadership roles are yet to be fully developed. Parents are overwhelmingly supportive of the work of the school.