|Name||Ham Dingle Primary School Closed|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||06 February 2018|
|Address||Old Ham Lane, Pedmore, Stourbridge, West Midlands, DY9 0UN|
|Religious Character||Does Not Apply|
|Number of Pupils||396 (47% boys 53% girls)|
|Number of Pupils per Teacher||22.2|
|Percentage Free School Meals||9.6%|
|Percentage English is Not First Language||13.6%|
Information about this school
The school is larger than the average-sized primary school. The proportion of disadvantaged pupils supported by the pupil premium funding is below the national average. A large majority of pupils come from a White British background. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who have SEN and/or disabilities is below the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. When the school was inspected in November 2015, it was judged to require special measures. Subsequently, the school had one monitoring inspection. At this monitoring inspection, leaders and managers were judged to be taking effective action towards the removal of special measures. The headteacher started at the school in January 2016. An IEB replaced the governing body shortly after the school required special measures in its last inspection. The IEB takes responsibility for challenging and supporting leaders to develop educational outcomes for pupils, as well as being a link to the local community. The chair of the IEB is a national leader for governance.
Summary of key findings for parents and pupils
This is a school that requires improvement Teaching is not yet consistently good in key stages 1 and 2. While leaders have improved the quality of teaching, some weaker teaching still remains. Where teaching is weaker, teachers do not have high enough expectations of what pupils can and should achieve. As a result, some pupils are not sufficiently challenged. Mathematics teaching does not provide a consistently high level of challenge for the most able pupils. As a result, not enough pupils achieve the higher standards at the end of key stages 1 and 2. The teaching of handwriting and punctuation is not consistently precise. Consequently, pupils do not apply these skills well to longer pieces of writing. Leaders’ checks on teaching provide effective feedback to teachers on what to improve. However, after teachers have received feedback, leaders are not consistent with the quality of follow-up support. The provision for children in the early years is a strength. However, some children, including the most able, do not get sufficient opportunities to apply their writing skills to short sentences. The school has the following strengths The headteacher’s tenacity has brought about significant improvements since the last inspection. Staffing has been stabilised and a range of new policies have been implemented. Key weaknesses in safeguarding procedures identified at the previous inspection have been successfully addressed. The interim executive board (IEB) provides good additional capacity because its members are knowledgeable and challenging. Other leaders feel empowered and have an increasingly positive impact on pupils’ progress. Teaching of phonics and reading is effective. The culture for reading is good. As a result, pupils’ attainment in reading has risen accordingly. Teaching in Reception is strong. Children get off to a good start and are happy. A stimulating curriculum sparks children’s interest. Staff enjoy working in the school and feel that morale has improved. Relationships between staff and pupils are good. A range of thoughtful enrichment activities impact well on pupils’ personal development.