|Name||Dundale Primary School and Nursery|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 June 2012|
|Address||Silk Mill Way, Tring, Hertfordshire, HP23 5DJ|
|Religious Character||Does not apply|
|Number of Pupils||223 (55% boys 45% girls)|
|Number of Pupils per Teacher||20.0|
|Percentage Free School Meals||15.9%|
|Percentage English is Not First Language||3.6%|
|Pupils with SEN Support||12.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about the school
The majority of pupils in this average-sized primary school come from a White British background. The proportion of pupils supported by school action plus or with a statement of special educational needs is above average. The proportion of pupils known to be entitled to free school meals is above average. There is Early Years Foundation Stage provision for children in Nursery and Reception. The headteacher, deputy headteacher and a number of the senior leadership team were appointed in September 2011. The school meets the current government floor standards, which set the minimum expectations for attainment and progress.
Dundale is a good school that has sustained its caring community ethos and improved pupils’ achievement since the previous inspection. It is not yet an outstanding school because attainment is not yet consistently above average, particularly in writing. Teaching is good, and often of high quality. Typically, teachers’ questioning challenges pupils to reflect, and extend their understanding and breadth of vocabulary. During group work, pupils’ eagerly share ideas and collaborate exceptionally well. Pupils’ independent learning, self-evaluation and presentational skills are developing well. Extended writing skills are improving but pupils do not have sufficient opportunities to create extended pieces of writing across the curriculum. Pupils’ attainment is on track to be above average in English and mathematics by the end of Year 6. Pupils’ speaking and listening skills, especially their vocabulary, are well advanced. Pupils’ skills and enthusiasm for reading are systematically developed throughout the school. All pupils feel valued and make good progress from differing starting points. This is an inclusive school where increasingly practical learning provides first- hand experiences and strongly promotes pupils’ spiritual, moral, social and cultural development. Pupils feel safe, behave well and their attitudes to learning and relationships are extremely positive. Pupils greatly enjoy coming to school, demonstrated by their above average attendance, which also reflects excellent relationships between home and school. The new headteacher is well supported by his new senior leadership team and the governing body. Monitoring of teaching and learning is rigorous, the professional development of staff is focused and staff skills are shared productively. These features reflect good leadership and management and the determined commitment to school improvement, as well as being closely linked to performance management across the school. Staff expertise has already broadened and enriched the curriculum, although not all teachers are consistently being creative and imaginative in their choice of curriculum content to enthuse pupils’ learning.