Dunton Bassett Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their friendly school. They appreciate the caring staff who always want the best for them.

They feel valued and respected as part of this small school, at the heart of its village community.Pupils behave well and want to do their best. They aim to 'be remarkable', by showing important school values, such as resilience and respect.

They enjoy receiving marbles for their efforts and helping their whole class to achieve their goals. Pupils say that bullying is rare. They say they feel safe because staff are quick to help them to resolve any problems.

If they need extra help, they receive it quickly.Pupils are keen to learn. They are enthused ...by the interesting topics and books they study.

They can confidently use their expanding vocabulary to explain their understanding of local and global issues. Pupils relish the many valuable experiences provided by the school, including in sport and music, so that they can discover and develop their interests. Parents and carers appreciate the swift actions for improvement the school has taken.

This gives them confidence that their children are doing well at this school.

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

The school has introduced an ambitious curriculum that identifies the important knowledge that pupils should learn. Effective training ensures that staff have the expertise to teach the revised curriculum.

This training is helping staff to improve their subject knowledge and the effectiveness with which they check that pupils are learning what they should across the curriculum. Pupils are learning and remembering more across the curriculum over time. However, in some subjects, staff do not have secure knowledge of every aspect of the curriculum.

As a result, they do not always identify and address pupils' gaps in learning from previous academic years.The revised curriculum is well sequenced. Staff revisit important learning with pupils so that they can recall what they have studied and build on it successfully.

On occasion, tasks do not enable pupils to make connections and deepen their understanding so that they achieve as highly as they could.The mathematics curriculum is well sequenced from early years to Year 6. Teachers use their good subject knowledge well to enable them to spot and address any misconceptions quickly.

Published outcomes in mathematics do not reflect the good quality of education that pupils now receive.Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school. The school identifies barriers to learning and the additional needs of pupils quickly and accurately.

Staff make effective adaptions so pupils can achieve as highly as possible.Reading is always a priority. Right from the start in Reception, children learn to read well.

Regular checks mean that staff have a precise understanding of how pupils' reading skills are developing. Pupils who need extra help receive this quickly to become confident readers. The school has reviewed the selection of books that pupils read so that they can connect what they read in English lessons with their learning in other areas of the curriculum.

The school ensures that pupils are taught effective strategies to improve their reading. For example, pupils learn how to use evidence from what they read to support their arguments and explanations. Pupils are confident readers who can talk about the books they study and enjoy.

Children get off to a strong start in the early years. Routines are well established and resources carefully chosen to promote children's independence. Children enjoy the engaging activities, which ensure that they revisit and apply important knowledge.

This prepares them well for Year 1 and beyond.Pupils' well-being is given the highest priority. They learn about the importance of healthy choices.

Pupils learn about different faiths. They have a clear understanding of right and wrong. Pupils have an age-appropriate understanding of different families and relationships education by the time they leave the school.

There is a calm and purposeful environment across the school. Learning is rarely disrupted. Pupils' attitudes to their learning are positive.

Most attend regularly. Some pupils have a disrupted pattern of attendance. However, staff take steps to help these pupils catch up with essential learning when they return to school.

The school has an ambitious vision to provide the best possible education for every child. Staff are proud to work at Dunton Bassett Primary School. They say that they feel fairly treated.

They appreciate the benefits of being part of a collaborative trust team. Staff appreciate the consideration given to their well-being, particularly during many recent changes.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, some teachers do not have deep and secure subject knowledge. As a result, they do not always identify and address gaps in pupils' learning relating to knowledge that pupils should have acquired in previous academic years. The school should ensure that teachers develop their subject knowledge so that they can consistently identify and address gaps in pupils' learning across the curriculum.

• On occasion, teachers do not provide pupils with work that enables them to deepen their knowledge and understanding. As a result, these pupils do not build their knowledge as well as they could. The school should ensure that teachers provide work that enables pupils to deepen their understanding so that all pupils have the opportunity to learn the curriculum.