|Name||Dosthill Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||29 November 2016|
|Address||High Street, Dosthill, Tamworth, B77 1LQ|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Academy Sponsor||FiertÉ Multi-Academy Trust|
Information about this school
Dosthill Primary is larger than the average primary school. The school met the government’s floor standards in 2015, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics in Year 6. Most pupils are White British and almost all speak English. The proportion of pupils supported by the pupil premium is below average. The proportion of pupils who have special educational needs and/or disabilities is below average. The school meets requirements on the publication of specified information on its website. The school is part of the Tame Valley Co-operative Learning Trust and works in close partnership with six other local schools. In September 2016 six new teachers joined the school, five as newly qualified teachers. Children attend the Nursery provision part-time. They attend Reception Year full-time.
Summary of key findings for parents and pupils
This is an inadequate school Outcomes at the end of key stage 2 have declined significantly since the previous inspection. Senior leaders and governors have not acted swiftly enough to address this. Leaders do not ensure that teaching is consistently good across the school. There is some teaching which is inadequate. The governing body has been too slow to question leaders about the lack of progress of different pupil groups. Assessment information provided is too complex and overly detailed to give them a clear overview. Leaders record incidents of poor behaviour but do not analyse them. Consequently, they are unable to detect any patterns or evaluate the impact of actions taken. Current achievement of pupils in Years 1 to 6 is uneven. Pupils do not build sufficiently on their skills and knowledge or make enough progress from their different starting points. Teachers do not question pupils effectively or plan suitably challenging work for pupils of different abilities. Work set for the most able is often too easy and it does not extend lower- and middle-ability pupils’ skills. Reading, writing and mathematics are not taught well enough to enable most pupils to reach the levels expected for their age and a proportion to exceed age-related expectations. The pupil premium is not used effectively. Disadvantaged pupils, including the most able, do not make the progress they should. The support provided for pupils who have special educational needs and/or disabilities is not helping them to make the same progress as other pupils nationally. Where the pace in lessons slows or teaching fails to capture pupils’ interest, pupils disengage and do little work. As a result, behaviour requires improvement. The school has the following strengths Children in the early years get off to a good start and make good progress. They are well prepared to start Year 1. Pupils’ spiritual, moral, social and cultural understanding is well developed. Pupils are well prepared for life in modern Britain. Most pupils behave well and feel safe. They are polite and respectful to each other and adults. The curriculum is enriched well with different activities which pupils enjoy. Safeguarding procedures are effective.