Durweston CofE VA Primary School

About Durweston CofE VA Primary School Browse Features

Durweston CofE VA Primary School


Name Durweston CofE VA Primary School
Website http://www.durweston.dorset.sch.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 09 January 2019
Address Durweston, Blandford Forum, Dorset, DT11 0QA
Phone Number 01258452277
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 133 (53% boys 47% girls)
Number of Pupils per Teacher 20.8
Local Authority Dorset
Percentage Free School Meals 12.8%
Percentage English is Not First Language 0%
Persisitent Absence 4.9%
Pupils with SEN Support 14.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The overwhelming majority of pupils are from a White British background. The proportion of pupils eligible for free school meals is lower than the national average. The proportion of pupils with SEND is above the national average. The school operates a pre-school on site (Handy Paws) for three- and four-year-olds. The current headteacher was appointed in the spring of 2018. This is the third consecutive overall judgement of ‘requires improvement’ for Durweston Primary.

Summary of key findings for parents and pupils

This is a school that requires improvement Since the last inspection, a period of instability has impeded leaders’ efforts to secure improvement quickly enough. Consequently, some inconsistencies and weaknesses in the quality of education persist. Leaders and governors are not sufficiently rigorous in checking teaching and learning. Leaders have been too slow to identify weaknesses, especially in key stage 1. Leaders do not use or share information well enough to improve teaching. This weakens teaching and slows pupils’ progress in some classes and subjects. The curriculum is not well planned to develop pupils’ practical skills, particularly in science and the humanities. The quality of teaching is too variable and requires improvement, including in the early years. Teachers’ expectations are not consistently high enough, which slows pupils’ progress and reduces the quality of their work. Teachers do not consistently plan lessons that are well matched to what pupils already know, understand and can do. This means that pupils do not make strong progress to reach the standards of which they are capable, including the most able pupils. Leaders and teachers do not have sufficiently precise plans and actions in place for identified pupils to make consistently good progress. This includes pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. The school has the following strengths The new headteacher has quickly earned the respect of the school community. She has successfully raised staff morale and established a strong ‘sense of community’ for pupils, staff, parents and carers. A small minority of exemplary teaching in key stage 2 enables pupils to make strong progress through well-planned and targeted activities. Pupils’ behaviour around school and in lessons is good. The pre-school (‘Handy Paws’) is well led and managed. The manager and other staff ensure that children are well prepared for the Reception Year.