|Ofsted Inspection Rating||Good|
|Inspection Date||14 June 2017|
|Address||Central Avenue, Dogsthorpe, Peterborough, Cambridgeshire, PE1 4LH|
|Religious Character||Does not apply|
|Number of Pupils||353 (48% boys 52% girls)|
|Number of Pupils per Teacher||20.2|
|Academy Sponsor||Greenwood Academies Trust|
|Percentage Free School Meals||22.1%|
|Percentage English is Not First Language||49.9%|
|Pupils with SEN Support||15.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school converted to academy status on 1 September 2014. It is a member of a multi-academy trust, namely, the Greenwood Dale Foundation Trust. The school is larger than most junior schools nationally. The school does not meet the government’s floor standards for attainment and progress. The proportions of pupils leaving or joining the school at non-standard times is higher than average. Mobility is high. The school is multicultural. A wide range of cultures and ethnicities are represented. The proportions of pupils who have special educational needs and/or disabilities, disadvantaged pupils and pupils who speak English as an additional language are above average. The headteacher and deputy headteacher took up their posts in September 2016.
Summary of key findings for parents and pupils
This is a good school Leaders and governors are united in developing a strong culture of ambition for Dogsthorpe Academy pupils. Their well-considered strategic plan to address pupils’ previous underachievement is working because they are determined and relentless in implementing it. The new headteacher and new deputy headteacher promote improvement effectively with demonstrable impact. Leaders’ and governors’ evaluation of how well the school is performing is accurate. Importantly, they know where the weaknesses are and how to put them right. At all levels, leaders are clearly focused on raising pupils’ achievement in English and mathematics. The actions they are taking to accomplish this are working well. Teaching is good because leaders set clear targets for staff to work towards and give them good-quality training to help them to improve. Teachers use a range of ways to check pupils’ learning in lessons and at regular intervals during each term. They know how well pupils are learning and what they need to learn next. Most pupils behave well consistently. They are proud of their school and arrive at school ready to learn. Attendance is improving steadily and it is currently average. Staff and most parents agree that pupils are safe at school. Pupils are particularly knowledgeable about how to stay safe online. Safeguarding is effective. Leaders have secured better progress for all pupils in English and mathematics since September 2016. The proportion of current Year 6 pupils working at the standard expected for their age has doubled since last year but attainment is still below average. Pupils are not using the skills they learn in English when they are writing in other subjects. Parents’ views about the school are mixed. Most are complimentary, some are less positive and a very few are critical. Leaders acknowledge that they could do more to encourage parents to engage positively with the school.