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Dunkirk Primary and Nursery School continues to be a good school.
What is it like to attend this school?
Parents and carers describe this school as 'beautifully diverse'. Pupils are proud of the many different nationalities and faiths that are represented in the school. Pupils are nurtured to be respectful of different cultures and beliefs.
A large number of pupils join the school at different times across the school year. Pupils act as 'welcome buddies' for these new pupils. Anyone new settles quickly.
A pupil, echoing the views of many, commented, 'We make them feel comfortable and happy.' Pupils are proud of the school.
Pupils behave well.
The school e...nsures that high behaviour expectations are consistently met. Pupils play well together at social times. They are kind to each other.
They have positive attitudes to their learning.
The school has high ambition for all pupils to learn and do well. The school's 'P.
R.I.D.
E' values are the basis for pupils' personal and character development. Pupils are proud of what these values mean. A parent, typical of many, commented, 'Pupils are held to a high standard of character values by the Dunkirk PRIDE award.
They seek every day to attain those values.'
Pupils are cared for well. They know to speak to a trusted adult if they have worries.
Pupils are listened to and learn how to keep themselves safe in different situations.
What does the school do well and what does it need to do better?
The school has an ambitious and well-ordered curriculum. It organises curriculum content through its 'about the world, create and take action' principles.
This enables pupils to gain a breadth of learning within and across subjects. For example, learning links areas of study to important global issues. Pupils learn about the history of Ancient Egypt.
They also learn about modern-day Egypt and the environmental issues that the country faces. In geography, pupils compare global issues of pollution with local challenges.
Curriculum achievements and learning are celebrated.
Pupils are proud of the high-quality work they produce, for example in art and design. This work is displayed as 'living galleries' in the school's open spaces. Pupils' creativity and artworks are exhibited beyond the school.
Pupils are proud to share their learning with the wider community.
Staff introduce pupils to new knowledge in carefully thought through steps that also build pupils' vocabulary well. Staff use their subject knowledge well to help reinforce and embed new learning.
They use precise questioning to check pupils' learning. However, at times, pupils do not have sufficient opportunity to use the new vocabulary that they are taught.
Children make a strong start in the early years.
Relationships are positive and caring. Adults select appropriate activities enabling children to learn well. For example, in mathematics, children learn and improve their counting.
They select different materials and objects to help them refine their counting skills and their understanding of number. Children develop independence in their learning activities. They are prepared well for their next steps.
The school nurtures pupils' positive attitudes to learning. Pupils are studious and concentrate well. They know how they can improve their knowledge and understanding.
For example, they appreciate that quizzes help them to recall previous knowledge. They use displays to help them remember what they have been taught.
Reading is prioritised for all pupils.
Pupils are supported to read widely and often. They read classic texts as well as modern fiction and poetry. They learn to read aloud, with expression and comprehension.
The school checks pupils' different starting points. Pupils learn to read well. The school matches pupils' reading books to the sounds pupils learn.
Pupils who are new to English are supported to catch up with their peers. They learn to read quickly. Pupils with special educational needs and/or disabilities are supported well to be able to read as well as their peers.
The school is effective in removing any potential barriers to pupils' attendance. This has resulted in improvements in attendance. The school manages attendance well.
The school provides meaningful wider opportunities for pupils to develop a range of interests. These include gardening and clubs for cricket and football. The school makes effective use of different sporting venues to provide pupils with inspiring spaces, to develop their interest and talents, for example, in tennis and cricket.
The school enriches pupils' experiences through a range of musical opportunities using stringed instrument tuition. Pupils enjoy being part of the choir and performing at community events. Pupils' confidence and resilience are nurtured well.
Leaders, including governors, know the school well. They know and understand their responsibilities. They are mindful of staff workload.
Staff well-being is a priority. Staff value the effective training opportunities that they receive. They are a united team and support each other well.
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 does not ensure that pupils use new vocabulary well enough. As a result, pupils do not always apply and use new vocabulary in different contexts.
This means pupils do not learn to communicate as effectively as they might, both orally and in written form. The school should ensure that pupils have appropriate opportunities to use new vocabulary and become more confident in their speaking and writing.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good in April 2015.
