Dove Holes CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to say they attend Dove Holes Church of England Primary School.

They appreciate that it is a small school where everyone knows each other. One pupil said, 'Even though it's a small school, it's a good school.' Another pupil added, 'It's even better because it's a small school.'



The school has high expectations for pupils' behaviour. These expectations are underpinned by the school values of love, others, forgiveness, truth and perseverance. Pupils can explain how these values influence their actions.

They know that forgiveness is vital when they fall out or have a problem with someone. They understand that they should not 'hold on ...to what is wrong' because this makes their school a happier and more harmonious place to work and play.

Pupils talk enthusiastically about the many exciting events the school provides for them.

They enjoy trips to Magna Science Adventure Centre, visits from authors and raising money for charities. They are passionate about their weekly outdoor learning session where they safely light fires, learn to whittle and build dens.

The school has big plans to continue to improve.

Staff are working together with determination to make this carefully considered vision a reality.

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

The school has developed an ambitious curriculum with the needs of all pupils and mixed-age classes in mind. Plans begin in the early years.

It is clear how children's learning in their first year at school provides a firm foundation for later years. Across the curriculum, subject knowledge becomes increasingly complex and demanding over time. For example, in religious education (RE), children in the early years act out the story of 'The Lost Sheep' while older pupils maturely discuss the meaning of 'Messiah' and what it means to be tempted.

In most lessons there are opportunities for pupils to recall prior learning. Teachers check that pupils remember key knowledge before moving on to new learning. Teachers consider the best methods to engage pupils successfully in their learning.

However, there are times when the curriculum is not delivered as leaders intend it to be. In these lessons, pupils do not learn as well as they could.

Teaching pupils to read fluently is a non-negotiable for the school.

The ambition is for all pupils to 'learn to read and to love to read'. Staff receive training to deliver the phonics programme with confidence. Children in the early years learn phonics right from the start.

Pupils who find it more difficult to remember new sounds receive plenty of extra support. The books that pupils read are closely matched to the sounds they know.

The school has a myriad of creative ways to promote reading, including a 'booknic' for pupils and their parents and carers.

Teachers read to pupils from a wide range of carefully chosen texts. Children in the early years vote for the stories they want to hear.

Pupils with special educational needs and/or disabilities (SEND) are included in all aspects of school life.

Teachers make sensible adaptations so that every pupil with SEND can access the curriculum. The school is not meeting the social and emotional needs of some pupils with SEND as well. These needs can be a barrier to their learning and, on occasion, the learning of others.

The school provides pupils with a strong personal development offer. Broadening pupils' horizons is at the heart of this work. Pupils participate in a science and careers fair to learn about the varied and exciting jobs they could have.

Pupils are aspirational for their futures. They say that they want to be an engineer, a nurse or to work with animals. They learn about the beliefs and faiths of other cultures.

They thrive when they are given responsibility and buzz with excitement about the various ambassador roles they can have in the school.

The school works closely with its partner schools. Across the federation and collaboration, staff expertise is utilised well to lead subjects and to support staff who are at an early stage of their career.

Staff say that they appreciate the opportunities they have to work with other schools. They feel part of a close-knit team. They recognise how this collegiate approach reduces their workload and supports their well-being.

Governors are driven to fulfil their statutory duties by the moral purpose to get the education of every pupil right. They recognise the significant progress the school has made to improve as a result of leaders' precise decisions and actions.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has made significant strides to improve the quality of education, although not all of leaders' ambitious plans have been fully realised. The curriculum is not consistently delivered as intended. The school should ensure that the curriculum is consistently well implemented.

• The school has not sufficiently developed the ways in which it supports pupils with social and emotional needs. These pupils are not consistently given the help they need to manage their feelings and this can impact on the learning of other pupils. The school must ensure that staff have the skills and expertise they need to support these pupils so that they, and others, can learn as well as they can.