St Dunstan’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at St. Dunstan's are happy and thoughtful.

They support each other and help those in their local community. Staff take every opportunity to interact positively with pupils and get to know them well. Pupils know who to talk to if they are worried.

As a result, pupils are safe in the school's nurturing environment.

The school develops pupils' knowledge through a broad and ambitious curriculum. Pupils achieve well in their learning, which is also reflected in published outcomes.

This is because the school has high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils are well prepared for t...he next stage of their education.

Pupils behave well, both in lessons and around the school.

They are motivated and show respect and kindness towards adults and each other. Pupils enjoy their lessons and talk about their learning and achievements with pride.

The school offers pupils a range of enrichment experiences.

Activities include various sports clubs and a computing club. Events, such as the 'cultures day' or a trip to local museums, enhance the curriculum and extend pupils' horizons. Pupils are eager to take on positions of responsibility as school councillors.

This helps them to develop confidence and leadership skills.

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

The school's curriculum carefully orders the important knowledge to be taught in each subject. The curriculum builds pupils' learning progressively from the start of the early years to the end of Year 6.

In subjects such as mathematics and English, pupils remember key information well. However, in some subjects, for example history and geography, the curriculum is relatively new and pupils have some gaps in their knowledge.

Teachers have a strong understanding of the subjects that they teach.

Teachers explain key information clearly. They ensure pupils develop their subject-related vocabulary. In addition, teachers use questioning skilfully to check pupils' understanding and address any misconceptions.

This is especially the case in mathematics and English.

Children settle quickly into the early years. Leaders ensure that school staff, parents and carers work as partners to support children's learning.

For example, parents are invited to workshops to find out how the school teaches reading. The environment is welcoming and well resourced. However, there is inconsistency in the use of indoor and outdoor spaces, which means that children miss out on opportunities to reinforce their learning.

Reading is at the heart of the curriculum. Phonics is taught consistently and effectively. Children learn to read from the start of school.

Teachers ensure that pupils benefit from regular opportunities to practise their reading using books matched to the sounds they know. Pupils that require additional support with reading are quickly identified. They receive the help that they need to develop their knowledge and fluency.

As a result, pupils at this school become confident readers, which enables them to access and enjoy more challenging texts. Older pupils are avid readers and talk knowledgeably about the books they have read.

The school identifies pupils with SEND at an early stage.

The school has worked on helping teachers to adapt learning more effectively to support pupils with SEND. Adaptations to learning, such as using additional resources, help pupils complete their work. Furthermore, advice from professionals is used to support pupils with SEND well.

All of this means, that most pupils with SEND make good progress.

The school has robust systems and procedures for ensuring pupils attend school regularly and for rewarding good attendance. It works closely with individual families to identify reasons for the low attendance rates of some pupils.

It takes effective action to provide support for these pupils and their families. As a result, pupils' rates of attendance are improving.

Staff ensure that the school is calm and orderly during lessons and at social times.

Pupils listen attentively and are engrossed in their learning. Those with additional needs that find it harder to concentrate for prolonged periods are skilfully supported by staff who help them to learn alongside their peers. Pupils are knowledgeable about bullying and know who to report to should it occur.

The school has developed a wide-ranging programme for pupils' personal development. Pupils are given opportunities, through events such as 'vocations week', to look at what careers are available to them and to prepare them for the next stages of their education. Pupils regularly raise money for charity, which helps them develop empathy for others.

Pupils contribute to the life of the school. They work with staff and look at where improvements can be made. This includes ways to improve school dinners.

There is a strong sense of teamwork at the school. Staff are proud to work there. They appreciate leaders' consideration of their well-being and workload when new initiatives are introduced.

All staff, including those new to the profession, get the training and guidance they need to be effective practitioners.

Leaders know the school well. Strategic decisions are pertinent and improve the school further.

Governors are regular visitors to school and have a firm understanding of its effectiveness. They provide support and challenge in equal measure.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, changes in curriculum content are relatively recent. This means that pupils have gaps in their knowledge affecting their understanding and what they can do. The school should ensure that gaps in pupils' understanding are identified and that new learning builds progressively on what they know.

• The early years outdoor environment is not being used as well as it could be. This means that children are not always provided with the opportunity to reinforce and widen their learning in different contexts. The school should consider how outdoor learning can be used to complement and enhance the early years curriculum.