Dinting Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

Outcome

Dinting Church of England Voluntary Aided Primary School continues to be a good school.

What is it like to attend this school?

Pupils are proud of the school. Staff and pupils live out the school's motto of 'Love your neighbour as yourself'.

There is a strong sense of family and belonging. Pupils are respectful and are happy to be part of the school.

Staff have high expectations of pupils' behaviour.

Pupils meet these expectations. The school is calm, purposeful and orderly. Pupils behave well.

They focus on their learning. Bullying rarely happens. Pupils know that staff would deal with it if it did occur.

Leaders prioritise pupils' personal deve...lopment. Pastoral care is very positive. Staff nurture pupils to become confident, resilient and successful.

Staff provide pupils with meaningful opportunities that support pupils' personal development. Older pupils are proud to be buddies with Reception children. Pupils value the range of experiences they have.

They take pride in their work and achievements. They enjoyed the school's 'Star-books' event in the neighbouring church. They liked identifying the 'book in a jam-jar', created by other pupils.

Parents and carers are overwhelmingly positive about the school. Typically, a parent commented, 'I adore this school. I adore the staff and the entire school community.

They are wonderful people who work hard for the children to make sure they are safe, happy and well educated.'

What does the school do well and what does it need to do better?

Pupils experience a broad and ambitious curriculum. Leaders have developed ambitious curriculums in most subjects.

Most subject curriculums identify the precise knowledge that pupils need to learn and when they should learn it. Leaders ensure that these subject curriculums enable pupils to build learning from one year to the next. For example, in mathematics, computing and physical education (PE), the curriculums are ambitious and well sequenced.

However, some subject curriculums are less ambitious than others. For example, the curriculums in geography and art lack the necessary aspiration to ensure that pupils achieve as highly as they should.

Teachers have good subject knowledge.

They check pupils' learning regularly. Pupils build on their learning by revisiting topics regularly.

Leaders make sure that reading is a priority across the school.

Pupils begin to read when they start school in Reception. All staff are trained to use phonics resources well. Staff use consistent techniques when helping pupils sound out words to become fluent in their reading.

Staff assess pupils regularly. They support those pupils who are falling behind. Parents are given guidance to help them when reading with their children at home.

All pupils engage in reading daily. Pupils enjoy their story times. They develop a love of reading.

Pupils with special educational needs and/or disabilities (SEND) are well supported. Staff are skilled in identifying and providing for these pupils' different needs. Teachers adapt their teaching to ensure that they cater for the needs of pupils with SEND.

Parents of these pupils appreciate the support their children receive.

Staff provide a range of opportunities that promote pupils' personal development. Pupils are well prepared for life in modern Britain.

They learn to understand diversity, equality and respect. They learn about healthy living, including the value of physical activity, the benefits of a balanced diet and the importance of sleep. Leaders make sure that the personal, social, health and economic (PSHE) education is well thought through.

Leaders adapt what is taught through PSHE to address potential local risks. Pupils learn about age-appropriate relationships and sex education. Staff promote pupils' spiritual development.

Pupils learn about different religions and cultures. They learn about right and wrong. Pupils are actively involved in the local community.

For example, they support a food bank and visit a local bookshop.

Leaders and governors lead with a strong moral purpose. The school's values underpin its leadership and work.

Governors are supportive. They appropriately challenge leaders. Governors visit the school regularly.

They know the school's strengths and priorities for development. They are mindful of, and actively support, teachers' well-being and workload.

Staff appreciate leaders' consideration and support.

They value opportunities for their professional development. For example, teachers benefit from being able to develop their knowledge and skills to lead curriculum subjects. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding. They prioritise pupils' safety and welfare.

Leaders and staff know pupils and their backgrounds very well. Staff receive regular training and updates. They know their responsibilities well.

Leaders take appropriate steps when they have concerns about pupils' welfare. They work with external agencies to provide additional help when needed.

Leaders and governors regularly monitor safeguarding procedures.

They make sure that the school's safeguarding arrangements are appropriate. Pupils learn about potential risks and how to be safe, for example when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject curriculums are not as well developed and ambitious as others.

As a result, pupils do not necessarily build their key learning over time across all subjects. Leaders need to ensure that all subject curriculums are equally ambitious, so enabling pupils to know and remember more over time and achieve as well as they should in all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in March 2013.