Dogsthorpe Academy

Name Dogsthorpe Academy
Ofsted Inspection Rating Good
Inspection Date 14 June 2017
Address Central Avenue, Dogsthorpe, Peterborough, Cambridgeshire, PE1 4LH
Phone Number 01733343581
Type Primary
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 353 (52% boys 48% girls)
Number of Pupils per Teacher 20.2
Academy Sponsor Greenwood Academies Trust
Local Authority Peterborough
Percentage Free School Meals 24.7%
Percentage English is Not First Language 49.9%
Persisitent Absence 8%
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.