Dosthill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Dosthill Primary is a school where pupils thrive. The school day begins with a warm welcome from staff at the gates.

The core values of the school, being ready, respectful and responsible, shine through in all that pupils do.

Pupils are happy. They enjoy coming to school.

The school is ambitious for all pupils. Pupils achieve well, including pupils with special educational needs and/or disabilities (SEND). Pupils, from the very youngest in Reception to those in Year 6, show respect for one another.

Pupils behave well and the atmosphere is calm and purposeful.

Pupils are proud to earn house points, which helps them learn about teamwork. Pupil...s are excited to share 'gold star moments' with their peers and families.

Pupils demonstrate a strong sense of pride in their school. Pupil play leaders help young pupils get involved in games and activities at lunchtime. Pupils feel safe in school.

Pupils are articulate and confident. The school fosters a joy of exploration and discovery through wider experiences such as residential trips and everyone learning a musical instrument. Pupils and parents appreciate the memories made through these experiences.

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

The school has designed a curriculum that is broad and ambitious. Leaders have set out what they want pupils to learn in each subject. In some subjects, for example in mathematics, pupils remember what they have learned over time.

Teachers give them opportunities to revisit learning and challenge them to apply new learning in different ways. However, in some subjects, teachers do not always prioritise the key knowledge pupils need to remember over time. This makes it difficult for teachers to know what to revisit and check.

As a result, some pupils struggle to connect new ideas with what they have learned previously.

The school has recently reviewed the way in which pupils with SEND are identified and supported. As a result, teachers now adapt learning activities better so that all pupils are able to access learning in lessons.

Adaptations to learning, including additional resources and support, are helping pupils learn more and make progress.

Learning to read is a key priority. The school promotes a love of reading.

The school has recently changed its phonics programme. Children get off to a rapid start with phonics in Reception. Staff's confidence in teaching early reading has grown, thanks to the new phonics approach and whole-school training.

The books pupils read in Reception and key stage 1 match the sounds they are learning. The school runs workshops in phonics for parents so that they can support their children's reading. Pupils are enthusiastic when talking about books and authors.

However, a number of pupils are falling behind in reading as they move through key stage 2. Currently, these pupils do not get enough rapid support to address gaps in their early reading skills.

In early years, children settle into school life well and routines are quickly established.

Classrooms are vibrant learning environments. Staff model talk and develop conversations skilfully. They are adept at intervening in children's play at the right time.

This supports children's thinking and communication. However, some outdoor activities are not closely aligned with children's learning needs. More work is needed to improve outdoor learning so that it is as engaging as indoor learning.

The school takes pupils out on trips and invites visitors into school to enrich pupils' learning in the classroom. The school's inclusive ethos means everybody can get involved. There is a strong focus on attendance.

The school has effective systems in place to monitor pupils' attendance.

Pupils enjoy learning about other cultures. For example, in Year 6, they read about the Windrush generation.

Pupils learn about belonging, healthy relationships and the importance of mutual respect. They are encouraged to be curious and ask questions. Pupils have a good understanding of democracy.

They look forward to taking on leadership roles. The anti-bullying ambassadors have worked with peers in the trust to discuss how the schools address bullying.

Trustees and the local governing committee understand the school's strengths.

They support and challenge school leaders. Staff enjoy working at the school and feel well supported by leaders and the trust.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There were historical weaknesses in the teaching of reading. As a result, some pupils in key stage 2 have gaps in their phonics knowledge and are not catching up quickly enough. The school should ensure that these pupils get the targeted support they need to become fluent readers by the time they leave.

• In some subjects, the school is refining the key knowledge pupils need to learn and remember over time. As a result, this lack of precision makes it hard for teachers to check how well pupils are learning and identify and address any gaps in learning. The school should ensure that the most important knowledge that pupils need to learn is identified clearly so that teachers can emphasise this when checking understanding and revisiting what pupils know and remember.

• Some activities in the early years outdoor environment are not closely aligned with the children's learning needs. Consequently, children do not learn as much as they can when they are outdoors. The school should ensure that activities outdoors and indoors in early years closely match what the children need to learn next.

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