Dairy Meadow Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Dairy Meadow Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Dairy Meadow Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Dairy Meadow Primary School on our interactive map.

About Dairy Meadow Primary School

Name Dairy Meadow Primary School
Website http://www.dairymeadowprimary.co.uk/
Ofsted Inspections
Headteacher Mrs Alison Reed
Address Swift Road, Southall, UB2 4RP
Phone Number 02085717925
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 414
Local Authority Ealing
Highlights from Latest Inspection


Dairy Meadow Primary School continues to be a good school.

What is it like to attend this school?

Pupils are looked after in this school. Staff know them well and they respond to pupils' needs promptly and effectively. Pupils are confident to speak to any adult if they have any concerns.

They can also use the 'message boxes' in their classrooms to share their worries. The school has invested in 'the space' where pupils can refer themselves for counselling. Pupils enjoy coming to school and taking part in activities in their spacious playground.

Pupils behave very well, in and out of lessons. They are polite, confident and respectful towards each other.

The school ...has high expectations for its pupils.

Pupils achieve highly, particularly in mathematics, early reading and writing. The school is working hard to ensure that pupils' achievement is as strong across all areas of the curriculum.

The school provides pupils with plenty of opportunities to engage with the local community.

Pupils donate parcels to the local food hub and get involved in planting and composting at a local garden.

Pupils also get to understand the world of work. For example, the school invited women in the construction industry to speak to pupils as part of their 'smashing stereotypes' day.

Pupils have also listened to architects, engineers, and school alumni talk about their professions.

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

The school's curriculum is well thought out and carefully planned. It is presented in a sequence which allows pupils to build knowledge of the subjects that they are studying over time.

The curriculum identifies the significant knowledge pupils need to know and remember. Children in the early years follow a curriculum which prepares them well for the next stage in their education. In Reception, for example, they learn about and discuss the life of Rosa Parks.

This helps them to be ready to learn more about significant figures in history when they move to Year 1.

In most subjects, the curriculum is delivered as planned. Teaching focuses on key concepts which the curriculum identifies as important for pupils to learn.

Pupils receive plenty of opportunities to discuss what they are learning. They practise and consolidate new ideas and concepts. In a few subjects, however, at times, teaching does not ensure that pupils have a secure understanding of the knowledge required to make sense of new learning.

Pupils are keen to talk about their learning. They share their ideas openly. They often make links between what they already know and what they are currently learning.

Sometimes, however, their understanding of subject-specific vocabulary is not as clear as it should be. For example, when talking about history, some pupils find it hard to recall the meaning of words that they have been taught, such as 'empire, dynasty,' or 'kingdom'. Similarly, in geography, some pupils struggle to remember with accuracy what they have been taught about the difference between 'weather' and 'climate'.

The school identifies pupils with special educational needs and/or disabilities (SEND) at the earliest opportunity. They ensure that the needs of these pupils are understood and addressed effectively, through prompt and effective assessment. Pupils with SEND are well supported with adaptations in the curriculum.

These pupils learn the curriculum well.

The school prioritises the teaching of early reading. Pupils in Reception learn phonics right from the start of their school career.

High-quality training has resulted in a consistent delivery of phonics lessons throughout the school. Any pupil that is falling behind the programme is identified through regular assessment. They receive effective support, and they catch up quickly.

Pupils practise their phonics knowledge in several ways. They revisit the sounds they have learned previously. They also read with a partner in class, using books that are well matched to the sounds they have been taught and know.

Pupils show a genuine love of reading and of books. They listen to adults read to them daily.

Across the school, pupils are engaged and focused on their learning.

They collaborate well with each other and complete the tasks assigned to them with little prompting. Disruptions to learning are rare. The school keeps a close check on pupils' absence to identify and put in place support for those pupils who are not attending school regularly.

Pupils engage in many enrichment activities, and these are planned to complement the formal curriculum. The school's links with a local independent school enable pupils to learn to play musical instruments and perform in an orchestra. Pupils are excited by the many sports tournaments they participate in across the borough.

Those who are keen scientists were able to participate in a project where they designed things that were transported into space.

The school has a stable staff team. Many members off staff have been working in the school for over 10 years.

Staff feel that they are listened to and they appreciate the support they get from the school, particularly in easing their workload.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the delivery of the curriculum does not ensure that pupils are secure in the knowledge necessary for them to make sense of new learning.

When this happens, pupils struggle to grasp new concepts. The school needs to ensure that the teaching of the curriculum consistently enables pupils to secure their understanding of key foundational knowledge before introducing new ideas. ? Sometimes, pupils' understanding of subject-specific vocabulary is not as secure and accurate as it should be.

This results in some pupils not knowing and remembering more of the intended subject content. The school needs to support pupils, so that they are acquiring a deep understanding of subject-specific vocabulary.


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 June 2014.

  Compare to
nearby schools