|Name||Dunston Primary and Nursery Academy|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||11 May 2016|
|Address||Dunston Lane, Newbold, Chesterfield, Derbyshire, S41 8EY|
|Religious Character||Does not apply|
|Number of Pupils||298 (52% boys 48% girls)|
|Number of Pupils per Teacher||21.8|
|Academy Sponsor||Cavendish Learning Trust|
|Percentage Free School Meals||34.1%|
|Percentage English is Not First Language||3.7%|
|Pupils with SEN Support||13.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Dunston Primary and Nursery School is a larger than average size primary school. Most pupils are White British. A few pupils speak English as an additional language. The proportion of pupils who have special educational needs or disability is above average. The proportion of pupils supported by the pupil premium is above average. The pupil premium is extra government funding to support the education of disadvantaged pupils, i.e. those who are known to be eligible for free school meals or who are looked after by the local authority. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. There is specially resourced provision for pupils who have special educational needs or disability, known as the ‘enhanced resource service’ on site. This provision offers places for up to eight physically impaired pupils. Currently, six pupils benefit from this facility. They also attend mainstream classes. The school runs a breakfast club each morning. There is an after-school club on the school site. It is managed by a private provider and is inspected separately.
Summary of key findings for parents and pupils
This is a good school The school has improved since the previous inspection. The safeguarding policies and procedures now fully meet requirements and leadership at all levels is effective. The headteacher and other senior leaders provide strong and motivational leadership. As a result, staff are ambitious for their pupils and take pride in working at the school. The quality of teaching is improving and classrooms are exciting places to learn. Middle leaders enjoy their additional responsibilities and play a full part in driving school improvement. Governors have high aspirations for pupils and staff. They have the range of skills and experience necessary to help the school improve even further. Children in the Nursery and Reception classes make good progress because right from the start staff provide activities to match the children’s range of needs and interests. Pupils in Years 1 to 6, including those who have special educational needs or disability, make good progress from their starting points. Pupils’ attainment by the time they leave is in line with the national averages in reading, writing and mathematics. Teachers know well individual pupils’ strengths and weaknesses. Overall, they use this knowledge to tailor work so that all can make good progress. Gaps between the attainment of disadvantaged pupils in the school and that of others nationally are narrowing. Pupils with disabilities work very successfully in mainstream classes and achieve well. Pupils’ behaviour in lessons and around school is good. They are polite and courteous with adults, and work and play well with each other. Pupils understand and value the school’s ‘three diamond rules’. They have a clear understanding of what is right and wrong, and show respect and tolerance towards different beliefs and cultures. It is not yet an outstanding school because : Improvement plans, including those linked to disadvantaged pupils, lack measurable outcomes. This makes it difficult to check how successfully improvement strategies are working. Teaching does not consistently challenge the most able pupils. Pupils’ personal development would benefit from a wider range of midday and after-school clubs.