Dry Drayton CofE (C) Primary School

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About Dry Drayton CofE (C) Primary School

Name Dry Drayton CofE (C) Primary School
Website http://www.drydraytonprimaryschool.co.uk
Ofsted Inspections
Interim Executive Headteacher Mrs Sonia Hegan
Address Park Street, Dry Drayton, Cambridge, CB23 8DA
Phone Number 01954780618
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 69
Local Authority Cambridgeshire
Highlights from Latest Inspection

What is it like to attend this school?

Dry Drayton is a small school, with a big heart and ambition.

Leaders have high expectations for all pupils. Pupils respond well to these and achieve well. They look after their school environment and are kind and caring to one another.

The pupils are full of smiles and happiness.

Pupils are rightly proud of their school. They are safe, happy and love coming to school.

This is because they like the engaging and informative lessons teachers plan for them. As a result, attendance is high. Pupils value their education.

Bullying is rare. However, pupils know who to speak to if they have a problem.

Pupils relish the many opportunities to... take on roles and responsibilities.

They have the chance to be a peer mediator, school councillor or house captain. These responsibilities help pupils play an active part in school life. In addition, pupils can attend a wide range of clubs, such as choir, cookery, coding and chess.

Pupils learn about possible future careers from interesting visitors to the school. This inspires them and broadens their horizons. They listen carefully, asking probing questions to ensure they gain a thorough understanding.

This adds to the quality of education provided.

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

Since the previous inspection, sustained improvements to the quality of education have been brought about. This has been driven by leaders who have created a clear vision, which all staff buy into.

Leaders have designed an ambitious curriculum for all pupils. In the majority of subjects, the curriculum sets out, in precise detail, the key concepts and skills pupils should learn. The result is a path of learning that begins and builds from Reception Year.

For example, older pupils successfully played a hockey match, because they have learned and practised the skills needed beforehand. However, in a small number of subjects, leaders have not precisely set out enough details of what pupils need to know and remember. Pupils tend to remember activities but do not always recall the detailed knowledge.

Reading sits at the heart of the school's curriculum. It is leaders' top priority. Children begin learning to read as soon as they start in the Reception Year.

Teachers follow the chosen phonics programme closely. They teach phonics well. This consistent approach helps pupils to quickly become successful readers.

Pupils practise with books that match their phonics knowledge. The school has supported parents to help their children with reading at home. This is developing their reading fluency.

Swift actions are taken to support pupils who fall behind. Pupils enjoy reading and being read to. Teachers introduce older pupils to a wide range of authors and different types of literature.

This helps pupils to develop a love of reading.

Leaders have developed an interesting and exciting curriculum for pupils in the Reception Year. The curriculum prepares children for Year 1.

Children enjoy the activities teachers prepare for them. Adults skilfully engage children in conversations. The modelling of conversation helps children communicate with their friends, thus making friends and playing happily.

Teachers have strong subject knowledge, and they explain new concepts clearly. This helps pupils to understand. Teachers regularly check what pupils have learned.

They use their knowledge to plan pupils' next steps in learning. Leaders have systems in place to support pupils with special educational needs and/or disabilities (SEND). Teachers adapt activities to meet pupils' needs.

This allows all pupils to be fully included in lessons with their peers. Consequently, pupils with SEND achieve well.

Teachers teach pupils about relationships.

Pupils learn the importance of 'consent' and what this means to them. Teachers use words and phrases pupils need to navigate friendships now and in the next stage of education. Pupils learn the importance of diversity and equality.

Staff have high expectations for pupils' behaviour. For example, they remind pupils that hard work is important and to respect their teachers. Pupils respond to this and behave well.

Classrooms are calm and orderly, allowing pupils to be able to learn. Around the school, pupils are polite and courteous. They hold doors open for each other and adults.

Pupils socialise at break times. Older pupils enjoy looking after and helping the younger children.

Governors work strategically.

They make regular visits to the school to check how well things are working. They do not shy away from challenging leaders to make aspects of the school even better.

Leaders have an accurate view of the strengths and areas of development for the school.

Leaders support staff. Staff feel that leaders listen to them and they know that leaders care about their workload and well-being. Leaders prioritise staff training, which staff appreciate.

This is supporting the quality of education pupils receive. Leaders work well with a range of experts and the wider community, including parents. Parents are overwhelmingly positive about the care and education their children receive.


The arrangements for safeguarding are effective.

Leaders trained staff to spot signs of harm. They know what to do if they have any worries about a pupil.

Leaders act swiftly when any concerns are raised. They work well with other agencies to get the help pupils need.

Pre-employment checks are always completed before adults start work in the school.

Governors know their statutory duties and ensure that leaders do all they can to keep pupils safe.

The curriculum helps pupils learn how to keep themselves safe in and out of school. Pupils understand how to stay safe when using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders have not refined the curriculum so that it precisely identifies the knowledge and skills pupils need to learn. This means, in these subjects, pupils do not develop a deep and detailed knowledge. Leaders should continue to refine the curriculum in these subjects, to help pupils achieve well across the whole curriculum.

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