|Name||Dovelands Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 September 2016|
|Address||Hinckley Road, Leicester, Leicestershire, LE3 0TJ|
|Religious Character||Does not apply|
|Number of Pupils||559 (49% boys 51% girls)|
|Number of Pupils per Teacher||21.6|
|Percentage Free School Meals||10%|
|Percentage English is Not First Language||26.5%|
|Pupils with SEN Support||7.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. The proportion of pupils eligible for free school meals is below average. The proportion of pupils from minority ethnic backgrounds is above average. The proportion of pupils who speak English as an additional language is below average. The proportion of pupils who have special educational needs and/or disabilities is average. The school meets government floor standards. The school does not meet requirements on the publication of the 2015/16 information about its pupil premium allocation, what it has spent it on and the impact it has had, on its website. There have been considerable changes in staffing over the last two years.
Summary of key findings for parents and pupils
This is a good school Senior leaders, supported well by governors, have worked determinedly to improve the quality of teaching and instil a strong ethos and culture of high expectations. The school is a purposeful and calm place where strong values underpin all that takes place. Relationships are strong and equality and respect are high on the agenda. Practice in the early years is robust. Children settle quickly and are given a good start to their education. Pupils enjoy attending school. They feel safe, behave well, enjoy learning and are proud of their school. The quality of teaching is good. This, coupled with pupils’ excellent attitudes towards their learning, results in their making good progress. The school provides a wide range of varied opportunities that enable pupils to grow into confident young people and prepare them well for the next stage of their education. Pupil premium funding could be better targeted in order to further increase the progress of disadvantaged pupils, particularly those who are most able. Teachers’ subject knowledge in mathematics is not as strong as it is in other areas. Leadership roles in the foundation subjects require development to make them more effective.