Dolton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this small village school. Warm, supportive relationships with staff enable pupils to flourish.

Pupils are enthusiastic about what each day at school has in store for them.

Pupils treat one another with compassion. Developing pupils' characters is at the heart of everything the school does.

Pupils value the virtues that the school wants them to acquire. They understand the relevance of these to their everyday lives, both now and for their futures.

The school is ambitious for all pupils and aims to give them strong foundations to build on.

Pupils are well-prepared to continue their learning when they move on to secondar...y school.

All pupils take part in trips which broaden their experiences of the wider world. For example, pupils visit Bristol and stay overnight in the city.

They also develop their talents and interest whether sporting, musical or artistic. Leaders make sure that every pupil, including those with a special educational need and/or disability (SEND) and those who are disadvantaged, has a rich set of experiences from nursery onwards.

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

Pupils, including those with SEND or who are disadvantaged, achieve well.

The work that pupils complete is of a high quality. Pupils remember what they have learned and understand how it is relevant to their daily lives and to what they are learning next. In the early years, activities help pupils to practise new knowledge and skills repeatedly in a way that they find enjoyable.

For instance, they use golden coins that they have read about to practise counting and experience 'shopping'.

There is a new curriculum in place at the school. It is ambitious and broad, reflecting the high aspirations that the headteacher and staff have for all pupils.

Learning is well sequenced and makes useful links between topics. This helps pupils to develop deep knoweldge across the curriculum. However, the new curriculum does not take account of the gaps in knowledge that some pupils have from the previous curriculum.

The early years curriculum excites children and prepares them very well for key stage 1.

Staff manage mixed age classes very skilfully, ensuring that pupils learn the right things at the right time. They check that all pupils have fully understood new learning before moving on.

Pupils with SEND are identified at an early stage. Leaders ensure that the right support is in place from the early years onwards. Staff adapt the curriculum appropriately so that pupils with SEND can learn the same curriculum as their peers.

Reading has been prioritised by leaders. Children in the early years rapidly learn to read with fluency and confidence. Pupils of all ages enjoy reading and being read to.

Pupils who do not read well enough get the help they need to catch up.

The schools' approach to developing pupils' character contributes strongly to the co-operative and exuberant atmosphere. Pupils, including the very youngest, concentrate well.

They persist when they find learning challenging. Pupils of all ages socialise and work together harmoniously.

Pupils learn how to stay safe, including online.

They enthusiastically participate in daily physical activites which are designed to promote physical health. They learn about other cultures and faiths. Pupils know what unites people from different backgrounds.

For instance, speaking to a Ugandan pupil who they sponsor has challenged stereotypes about life in Africa.

Pupils develop their sense of responsibility and contribute to the wider life of the school. For example, older pupils listen to younger pupils read.

Frequent enrichment projects enable them to apply the character virtues the school teaches them in practical situations.

Staff have the expertise they need to perform their roles to a high standard as a result of leaders' actions. Professional development for all staff is well aligned to their particular roles and interests, as well as the school improvement priorities.

Support and challenge from trustees, local governors and the trust have enabled to school to improve rapidly.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not always well matched to pupils starting points.

When pupils have deficits from the previous curriculum these are not identified and closed. Consequently, pupils have gaps in their knoweldge that persist. The school must ensure that gaps in pupils' knowledge are identified and rectified.