Dosthill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending Dosthill Primary Academy. They are enthusiastic and eager to learn new things. Leaders have placed a sharp focus on helping pupils become better readers and mathematicians.

This work is proving successful, but further improvement is required to ensure that pupils learn well in a broader range of subjects.

Pupils value their friendship groups and most are very happy in school. Adults know pupils well and care about them.

Incidents of bullying are rare. Pupils are confident to talk to staff when they are worried about things. This helps them to feel safe.

Pupils welcome visitors to school and express positive attitudes towards th...eir education. They engage well in lessons and focus on tasks. As one pupil said, 'We come to school to learn – most people listen and try their best.'



Pupils take part in some activities that extend beyond academic lessons. For example, pupils enjoyed participating in an 'eco-day' project when they discussed environmental issues such as pollution. However, the range of extra-curricular activities available for pupils to experience doesn't fully reflect pupils' interests.

The school's approach to promoting pupils' character development is not yet fully developed.

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

There have been considerable changes in school leadership since the school opened as an academy in 2018. Leaders have focused on fulfilling their statutory duties.

They worked hard to manage the challenges presented by the pandemic. In addition, they have prioritised developing the quality of the curriculum in mathematics and English. However, leaders have not ensured that pupils access a good quality of education in all subjects.

For example, pupils in key stage 2 do not learn a foreign language. Leaders recognise this. The new executive headteacher, well supported by the senior leadership team, has many plans to address these weaknesses.

These plans are in the very early stages of being introduced.

Curriculum leaders have not set out clearly enough the key information that pupils need to know and remember in many subjects. This means that the sequences of work teachers plan do not always build on what has come before.

As a result, pupils, including children in the early years, do not learn as well as leaders expect. For example, in art, pupils produce pieces of work and enjoy creating and making. However, the curriculum does not sufficiently build pupils' knowledge of the methods and techniques they need to become better artists over time.

There is variation in staff's expertise, especially in subjects where the curriculum is less well developed. For instance, in history, opportunities for teachers to expand their subject knowledge have been limited. This means that some teachers are not confident to teach the subject well.

Leaders prioritise the teaching of early reading. Reception-age children begin to learn phonics early in their education. The approach is carefully organised.

Pupils learn to read in small groups and have reading lessons each day. Staff understand how to teach these lessons well. Pupils practise reading regularly, both in school and at home.

As a result, most pupils are fluent readers by the end of Year 2.

Adults make regular checks on what pupils know and remember in lessons. These checks help staff to identify pupils who need help.

Some pupils, including those with special educational needs and/or disabilities, receive extra support. This support ensures that all pupils can learn the curriculum.

Leaders have recently refined the school's approach to managing behaviour.

Staff and pupils understand the approach well and say it is making a positive difference. Pupils reflect the school expectations of 'respect, responsibility and being ready'. This makes the school a positive environment in which to learn.

Staff promote equality and respect for all through lessons and school assemblies. Pupils learn about the features of positive friendships and healthy relationships. However, the school's work to promote pupils' personal development is not well coordinated.

Initiatives to promote pupils' confidence and independence have been limited. Pupils are eager to take an increased share in making decisions about their school. Leaders intend to enhance such opportunities, but these plans are not yet realised.

Leaders are starting to make changes in how they engage with staff and parents. Staff feel valued and are proud to work at the school. The majority of parents also express positive views about their children's experiences.

However, leaders' communication with parents, particularly regarding how well pupils learn, has not been sufficiently effective.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand their role in keeping pupils safe.

They are alert to any signs that a child may need help. Leaders follow up on concerns and take necessary action when required. They work with external agencies and communicate well with families who need extra support.

Leaders make appropriate checks on adults' suitability before they start working with children at the school.

Pupils learn how to keep themselves safe in a range of circumstances. The curriculum includes lessons that teach pupils how to keep safe when using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• School leaders, including those responsible for governance, have not prioritised developing the quality of curriculum intent in foundation subjects. Some subjects are not well planned and sequenced. Pupils in key stage 2 do not learn a foreign language.

Leaders should ensure that the school's action plan clearly sets out what is required to make curriculum improvements in foundation subjects and that the curriculum is comparable to the breadth of the national curriculum. ? The knowledge that leaders expect pupils to learn in some subjects, such as history and art, is not yet described clearly. This means that pupils do not build up their knowledge and skills as well as they might.

Leaders should ensure that the curriculum is well planned and sequenced in all subjects so that pupils build their knowledge logically over time. ? There is variation in staff's subject knowledge. Staff do not always plan lessons that build on pupils' prior learning.

Leaders should continue to develop staff's subject knowledge to become more expert in all the subjects they teach ? The pandemic has disrupted communication with stakeholders such as parents. Some parents feel they do not receive enough information about what their children are learning. Leaders should continue their work to improve communication with stakeholders.

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