Dodleston CofE Primary School


Name Dodleston CofE Primary School
Website http://www.dodlestonprimary.com
Ofsted Inspection Rating Good
Inspection Date 25 November 2014
Address Church Road, Dodleston, Chester, Cheshire, CH4 9NG
Phone Number 01244981080
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 94 (48% boys 52% girls)
Number of Pupils per Teacher 15.7
Local Authority Cheshire West and Chester
Percentage Free School Meals 10.6%
Percentage English is Not First Language 2.1%
Persisitent Absence 11%
Pupils with SEN Support 3.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Dodleston Church of England Primary School is much smaller than the average-sized primary school. The vast majority of pupils are of White British heritage. A very few pupils are from minority ethnic backgrounds, including those from Traveller backgrounds. A very few pupils speak English as an additional language. The proportion of disabled pupils and those who have special educational needs is well-below average. The proportion of disadvantaged pupils supported by the pupil premium is well below the national average; this is a very small number of pupils. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority.) The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. Since the previous inspection there have been significant changes to the leadership and teaching staff the headteacher started in September 2013 as acting headteacher and became the substantive headteacher in April 2014. Pupils are taught in four mixed-age classes in the morning and three in the afternoon. Of the four teachers, three are new since the last inspection, two of whom started since September 2013. Since the last inspection, there has been significant staff turbulence. The school building does not have a hall, and a classroom is used for assembly and dining arrangements. The school also uses the local village hall and playing field to support sports lessons and outdoor learning.

Summary of key findings for parents and pupils

This is a good school. The headteacher has identified quickly the key areas for improvement; as a result the quality of teaching and levels of attendance have improved. She has a strong vision for continued improvement which is shared by staff and governors. Children start school with skills which vary year on year. They make good progress from their different starting points because activities interest them. In each year group, most pupils make good progress. This includes the very small numbers of pupils who have special educational needs or who are disadvantaged. The quality of teaching is good. Pupils enjoy activities which interest them and these are usually matched well to their different needs. Behaviour is good and pupils say they feel safe. They say that because the school is small, it is more like a family and everyone is friendly. Pupils enjoy school. Pupils enjoy learning and their attitudes to their work are positive. Staff make good links with different areas of the curriculum and pupils enjoy the topics they cover. The school makes good use of both its own facilities and that of the village to develop pupils’ learning, particularly through the increasingly wide range of sporting opportunities they enjoy. Governors are well-informed, have an accurate understanding of the strengths and areas for development for the school and have a firm focus on driving forward improvements. It is not yet an outstanding school because : The quality of teaching does not yet result in pupils making outstanding progress. Work is not always hard enough for some pupils, particularly the most able. Good practice in marking is not yet consistent across all classes or subjects and pupils do not always have time to respond to this. Pupils do not always use their knowledge of grammar, spelling and punctuation in their written work in all subjects. Subject leaders do not yet use all the information available to plan accurately for improvements and to check on their success.