Dunnington CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Dunnington Primary School is a friendly and inclusive place. Pupils enjoy attending and appreciate the wide range of experiences they have at school. These include interesting trips to enhance learning and a wealth of after-school clubs that develop pupils' talents and interests.

Many pupils enjoy learning to play a range of musical instruments and enjoy singing in the school's choir. Pupils benefit from learning in the forest school. It is an exciting and valued part of the school's provision.

Pupils know who to talk to about any concerns they may have and appreciate the care adults give them. As a result, pupils are happy and safe. However, the school's expectations... of pupils' behaviour are sometimes too low.

Consequently, some pupils do not show enough respect towards others. At times, this leads to learning being disrupted. Pupils say that bullying sometimes happens, but they are confident that staff will deal with it.

The school's curriculum is not as carefully thought out and structured as it should be. As a result, pupils experience variability in the quality of education they receive and do not achieve as well as they should. The school is reviewing many aspects of its curriculum and is committed to getting it right for pupils.

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

Instability in staffing, including leadership, has impacted the school's work to ensure that the curriculum is delivered in a way that supports good learning. The school has recently taken decisive action to revise its curriculum, including mathematics and early reading. Much of the curriculum development is being undertaken by staff who are new to the school or leaders who are temporarily covering due to staff absence.

Improvements are in the early stages of development. Therefore, some aspects of the curriculum are not taught as effectively as they should be.

Staff choose a range of interesting and high-quality texts for pupils to read linked to the curriculum.

These help pupils to enjoy reading. Pupils who need help to learn to read are provided with books containing words that they can read and sound out. This helps these pupils to develop their fluency.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) effectively. However, some staff do not make appropriate adaptations for pupils with SEND to help them to learn well. Some of the targets on pupils' learning plans are too general.

They do not set out clearly enough what pupils should achieve. As a result, some pupils with SEND do not achieve as well as they should.

Children settle quickly into the early years.

They learn to share and independently access resources. Children benefit from a well-thought-out curriculum that identifies the key knowledge children should learn. Staff in the early years deliver the curriculum effectively.

Staff use their in-depth knowledge of how children develop to design learning activities suited to children's needs and interests.

The school has prioritised the behaviour and safety of pupils. Leaders are tenacious in ensuring pupils receive the pastoral support they need.

The school has introduced clear rules and routines for behaviour. However, some pupils do not behave well. Sometimes, expectations of pupils are too low.

This is reflected in the variable quality of pupils' work. Changes to the school's approach to improving pupils' attendance are beginning to make a positive difference.

The personal, social and health education curriculum is planned carefully and content is ordered in a way to build pupils' understanding.

Pupils learn to keep safe online, eat healthily and maintain healthy relationships. However, due to staff absences, some pupils have missed out on some lessons. Therefore, they have not developed a deep understanding of the intended content.

Pupils excel in their various roles and responsibilities. These include acting as school councillors and library champions. Pupils make a tangible contribution to school life through these roles.

Many parents and carers praise the caring ethos of the school. However, some parents feel that communication systems need to improve so that they are better informed about the changes in school.

Many staff are proud to work at the school.

However, some staff feel that not enough is done to reduce their workload or support them in managing the behaviour of some pupils.

Following changes to strengthen the knowledge and expertise of the governing body, governors provide effective challenge and support to the school. They have a clear strategic vision and are committed to improving further the quality of education pupils receive.

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's intended curriculum improvements in several subjects have not been fully implemented yet. Consequently, some pupils do not learn as well as they should and have gaps in their knowledge.

The school should ensure that revised curriculum plans are implemented effectively and evaluated to ensure that pupils achieve well across the curriculum. ? Some staff do not make appropriate adaptations for pupils with SEND to help them learn well. In addition, targets on pupils' individual learning plans lack clarity.

As a result, some pupils with SEND do not achieve as well as they should. The school should ensure that teachers are clear about specific learning targets and adapt activities when needed so pupils with SEND achieve well. ? Some staff do not apply the school's behaviour policy with the agreed consistency.

When this happens, there is disruption to learning and pupils do not achieve as well as they should. The school should ensure that staff have the same high expectations for pupils' behaviour. They should also ensure that staff consistently apply the agreed approaches to managing behaviour so that learning is not disrupted.

• Communication between the school and home is not as effective as it could be. Some parents and carers do not feel fully informed about their child's learning or changes taking place at the school. The school should ensure that it improves communication between school and home so that parents are kept fully informed.

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