Dunstone Primary School


Name Dunstone Primary School
Website http://www.dunstoneprimary.co.uk/
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 22 January 2013
Address Shortwood Crescent, Plymstock, Plymouth, Devon, PL9 8TQ
Phone Number 01752401293
Type Primary
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 194 (55% boys 45% girls)
Number of Pupils per Teacher 21.1
Academy Sponsor Westcountry Schools Trust
Local Authority Plymouth
Percentage Free School Meals 11.7%
Percentage English is Not First Language 2.1%
Persisitent Absence 7.7%
Pupils with SEN Support 14.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Dunstone is a smaller-than-average-sized primary school in an urban setting near to the centre of Plymstock. The school has one class in each year group. Pupils in Years 1 and 2 are combined in two mixed year classes. The great majority of pupils (90%) come from White British backgrounds. The proportion of pupils who are eligible for pupil premium (33%), which provides additional government funding, is significantly above the national average. A large number of service children (24%) attend the school. The proportion of pupils who have special educational needs supported at school action, school action plus or with statements of special educational need (29%), is significantly above the national average. The school has met the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. A new Chair and Vice Chair of the Governing Body have been appointed very recently. There is an above average number of pupils joining and leaving the school. This is largely as a result of the large number of service children on roll. A significant number of staff has recently been on maternity leave which has resulted in some disruption to the staffing structure. The school runs a breakfast and after-school club on the school site. A children’s centre and nursery are also located on the school site but were not part of this inspection. No alternative provision is used by the school.

Summary of key findings for parents and pupils

This is a good school Pupils achieve well in both their academic and personal development because the school places the pupils’ learning and personal development at the centre of all it does. The school’s leadership has an accurate understanding of the school’s strengths and areas for improvement and has a clear vision for the future. It has coped well with a period of change and disruption to the staffing structure. The headteacher, staff and governors have worked effectively to improve the quality of teaching since the last inspection and ensure that the curriculum meets the needs of all pupils. The quality of teaching is consistently good although a little stronger in the older age groups. Parents are pleased with the school and the progress the pupils are making. All the parents who spoke to the inspectors, or who completed the on-line Parent View survey said their children are happy and are taught well. There is a strong sense of community in the school. The pupils behave well, feel safe and show genuine respect for their teachers and for each other. Pupils with special educational needs are identified early and very effective support is put in place to ensure that they make at least good progress. Children settle quickly in the Early Years Foundation Stage and make good progress. It is not yet an outstanding because : Attainment in mathematics is not as high as it could be because the level of challenge in some lessons is not high enough. Pupils do not always have enough opportunities to develop their skills through problem solving in mathematics. Pupils’ reading skills are broadly average; however, their writing is not as strong. Pupils do not have enough chances to write extensively outside English lessons.