St Dunstan’s School

Highlights from Latest Inspection

What is it like to attend this school?

St Dunstan's School knows its pupils well as individuals. There is a strong sense of community within the school, which makes pupils feel safe.

The school has set out clear expectations of what pupils need to do to stay 'On Track' with their learning and behaviour. Pupils behave well, both around the school and in the classroom.

The school reward system celebrates the values of truth, resilience, ambition, community and kindness.

Pupils enthusiastically collect 'On Track' points which become 'Dunnie Dollars'. Pupils appreciate the involvement that they have had in choosing the rewards available. Pupils take on leadership roles in their houses and in the stude...nt council.

They feel empowered to help others. Roles such as anti-bullying ambassadors help to maintain the inclusive nature of the school.

The school has developed a vibrant culture of reading.

Pupils and adults read together regularly, sharing the love of story. The school has selected a wide range of books that all pupils will read during their journey to Year 11. These have been deliberately chosen to interest and inspire.

The school identifies and supports the weakest readers to build their confidence and accuracy. As a result, they quickly catch up with their peers.

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

Pupils follow a broad and ambitious curriculum.

They learn what makes subjects unique as well as the subject-specific vocabulary used. For example, pupils develop their knowledge of scientific enquiry or text analysis. The trust provides subject networks to share teachers' specialist knowledge and training.

These have supported subjects to reflect on and develop their curriculum and teaching approaches. Because of this, pupils are increasingly achieving well in their qualifications.

The school's assessment approach gives pupils opportunities to recall their learning.

Pupils relish the chance to show their knowledge and understanding. Most pupils act on the feedback given to improve their work. However, sometimes, this information isn't used to help support pupils to correct misunderstandings.

This hinders pupils' ability to learn more complex concepts.

The school identifies and supports pupils with special educational needs and/or disabilities (SEND). Teachers have the information that they need to help adapt the curriculum to meet the needs of all pupils.

Most of the time, pupils are able to learn the curriculum well. Some parents have expressed concerns about the level of communication from the school about the provision for pupils with SEND. Leaders have already taken steps to address this, but this work is in its infancy.

The Autism Resource Centre (ARC) specialist resource base provides a personalised curriculum for a small number of pupils with autism. This is tailored to individual's exact needs and ambitions. Pupils attend mainstream lessons while also benefiting from bespoke interventions.

The school works with pupils and their families to plan future education and training opportunities. As a result, these pupils are well prepared for their next steps.

Leaders promote the importance of pupils attending school regularly.

They track pupils' attendance closely, and work with families to support when required. Consequently, attendance is broadly in line with the national average, with aspirations for this to rise further.

The school has a clear vision to 'create pupils who are aware, engaged, active and able to contribute positively to a rapidly changing world'.

Pupils value their personal, social and health education lessons as an opportunity to prepare for adult life. For example, they learn about personal safety, mental health and healthy relationships in an age-appropriate way. Pupils have opportunities to learn about other cultures and debate moral issues.

Pupils in all year groups learn about the wide range of options they have for future careers, including apprenticeships through an effective careers guidance programme.

Pupils develop their talents and interests through a range of extra-curricular activities. For example, pupils enter writing competitions, take part in sports and represent the school at public speaking events.

The trust has an accurate understanding of the school's strengths and areas for development. It provides the support and challenge needed to continue to develop the school. For example, it provides the school with additional leadership resources during periods of change.

This means that the school is well placed to respond to growing pupil numbers. Leaders and staff work closely together to manage staff workload and support their well-being. As a result, staff feel supported and are proud to work at this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, while assessment identifies the gaps in pupils' understanding, these are not addressed sufficiently before moving on to new topics. When these gaps remain, it hinders pupils' ability to learn more complex concepts.

The trust should ensure that assessment information is used to securely address gaps in pupils' knowledge and understanding. ? Pupils with SEND are supported effectively in school. However, previously, the system for reviewing support and communicating with families has not always been clear.

This has led to some parents lacking confidence in the support provided for their child. The trust has recently begun to address these concerns.The trust should further embed the changes that they are making to the systems and procedures for supporting pupils with SEND.

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