Dubmire Primary

Highlights from Latest Inspection

What is it like to attend this school?

Dubmire Primary sits proudly at the heart of the community. The school leaves no stone unturned in its support for pupils and their families.

Parents and carers speak highly of the school and appreciate the support their children receive.

The school has the highest of aspirations for all pupils' achievement, including those with special educational needs and/or disabilities (SEND). It provides an ambitious and engaging curriculum.

Pupils are keen to learn in lessons. Over time, the vast majority of pupils achieve very well.

Pupils show extremely positive attitudes to learning and are exceptionally well behaved.

They are confident, courteous ...and extremely polite to adults and to each other. They routinely abide by the school's rules 'ready, respectful, safe'. They learn how to understand, and manage, their emotions.

Pupils feel included. Bullying is extremely rare and pupils know that there are trusted adults who will address any concerns they raise. Pupils feel happy and are safe.

Pupils engage with a rich curriculum. They enjoy a wealth of carefully considered wider opportunities, including support with careers. They relish taking on leadership responsibilities, such as being 'maths champions'.

Pupils are prepared well for the next stage in their education.

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

The school has a well-designed, ambitious curriculum. It is clear what knowledge and skills pupils must learn as they progress through the school.

The curriculum includes extensive enrichment opportunities for all pupils. Teachers help pupils to learn the broad curriculum very well. Pupils often recall prior learning with great detail.

For example, they could describe and explain the phases of the moon in science. Pupils remembered important facts in history with enthusiasm. They described how they saw themselves as historians.

Pupils with SEND are supported extremely well. Their needs are identified precisely and rapidly. Staff know pupils well and adapt activities to meet the needs of individual pupils.

Skilled adults are quick to provide additional support when pupils need it. Pupils with SEND are included in all aspects of the school. In-class support is highly effective, meaning children can often learn alongside their peers.

Some pupils receive targeted support through interventions. This helps them to rejoin their class quickly.

Staff have strong subject knowledge.

Lesson activities consistently support the intended learning. Pupils are attentive and benefit from the well-chosen learning opportunities available to them. In lessons, teachers quickly identify, and correct, any misconceptions pupils have.

The school regularly checks how well pupils are doing. The school acts quickly to support pupils who are at risk of falling behind. Staff promptly address any gaps in pupils' learning.

This helps pupils to build a rich body of knowledge in each subject.The school prioritises reading, writing and speaking, starting in the early years. There is a highly consistent approach to the teaching of reading.

Well-trained staff teach phonics effectively. Teachers provide frequent opportunities for pupils to learn and practise new sounds. The school carefully assesses pupils to check that reading books match their phonics knowledge.

Pupils who have fallen behind are identified quickly and are well supported to catch up quickly. Most pupils quickly develop into fluent and confident readers. Pupils regularly read a wide variety of books, including fiction and non-fiction.

Pupils develop a strong love of reading and understand why reading is important.

The school ensures that children in the early years develop confidence and resilience. Children enjoy their learning in the Nursery and Reception classes.

They access a wide range of activities, often with little need for adult support. Children develop a range of skills that help with later learning. Adults support children to develop their learning.

However, interactions between adults and children are not consistently high quality. Adults sometimes miss opportunities to use rich vocabulary during play. Some children do not develop their knowledge of everyday words rapidly.

The school has a clear programme to support pupils' personal development. Pupils learn about how to get on with others. They are extremely polite, respectful and behave well.

Pupils learn about other faiths and beliefs. They learn about human rights. However, some pupils do not have a secure understanding of fundamental British values, such as tolerance of different faiths and beliefs.

Pupils benefit from early exposure to a wide range of careers. This helps them consider pursuing careers that are unfamiliar to them. Pupils appreciate the extensive range of extra-curricular activities available to all.

Staff appreciate the strong support that they receive from leaders. The school has designed a highly effective, well-targeted training programme. Staff develop their knowledge and skills rapidly in each curriculum area.

The school is considerate of staff's workload and well-being. Leaders have taken steps to reduce unnecessary workloads in marking, and design sharply focused staff meetings.

Leaders in the school and trust know the school extremely well.

Governors and trustees use their expertise well to provide highly effective support and challenge to leaders. Governors visit the school regularly. They carefully monitor and evaluate the impact of leaders' decisions.

They provide carefully considered feedback. This has led to effective decision-making that ensures children thrive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the early years, the quality of adults' interactions with children does not consistently match the high level seen elsewhere. Some opportunities for learning through play are missed. This means that some children may not learn everyday vocabulary as quickly as they would otherwise.

The school should continue to develop staff to engage in high-quality interactions. ? Some pupils do not fully understand British values, particularly the importance of religious tolerance. This means that some pupils are not yet fully prepared to encounter people from different religious backgrounds.

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