Dedham Church of England Voluntary Controlled Primary School

Inspection of Dedham Church of England Voluntary Controlled Primary School Parson's Field, Dedham, Colchester, Essex, CO7 6BZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 11 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 4 and 5 June 2024

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What is it like to attend this school?

Pupils thrive at Dedham Primary School. The school’s exceptional personal development provision ensures they become resilient, confident young people.

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What is it like to attend this school?

The school is determined for all pupils to learn and succeed. Lessons are usually well-matched to pupils needs, including those with special educational needs and/or disabilities (SEND). As a result, pupils achieve well.

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What is it like to attend this school?

Pupils take part in a vast range of clubs and trips. Pupils enjoy attending forest school. Pupils develop their leadership skills as worship leaders and as members of the school council. Pupils in Year 6 read with, and are ‘buddies’ for, children in Reception. Pupils know how to keep themselves safe.

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What is it like to attend this school?

Pupils learn exceptionally well about the diversity of modern Britain. They visit different places of worship, including a mosque, and meet representatives from many religions to help them learn about a range of faiths. Year 5 pupils broaden their experience of life beyond their community and enjoy their connection with a primary school in East London.

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What is it like to attend this school?

Pupils are very proud to attend this school. They enjoy seeing their work in weekly newsletters and displayed in the village. Pupils strive to do their best for themselves and for others. They work hard in class and play positively with each other.

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better

The school provides a broad, ambitious curriculum. In many subjects, including English and mathematics, the curriculum is established and effective. Leaders think carefully about what pupils need to know, and the order in which they gain knowledge best. In these subjects, the curriculum design ensures that pupils confidently grasp key knowledge before they move onto new content. Teachers introduce new topics skilfully and confidently. Teachers check how well pupils are learning. They adjust the curriculum if any gaps in knowledge are identified. If pupils need support to access the curriculum, they receive it. Consequently, pupils gain a rich body of knowledge throughout the curriculum.

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better

In a few subjects, the curriculum is new or being revised. In these cases key knowledge has not always been identified precisely. As a result, some learning activity choices are not clearly thought out. Staff sometimes lack the knowledge and confidence to teach the curriculum as well as leaders intend. As a result, in these subjects, pupils do not always gain the breadth and depth of knowledge that they need.

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better

The school promotes a love of reading. In Reception, children learn how to blend sounds to read words. Books are closely matched to pupils’ ability so that they 4 and 5 June 2024

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become increasingly fluent and accurate. Most pupils are enthusiastic readers who make good use of the well-stocked library. Pupils enjoy the diverse, ambitious texts that they read daily with their teachers. The school rigorously checks how well pupils can read. Well-trained staff give weaker readers effective support so that they can access the curriculum.

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Children in Reception get off to a secure start. Staff plan effectively to meet their needs. However, as the curriculum is new, some aspects of this are not yet taught as leaders intend. Staff often, but do not always, use language skilfully to widen children’s vocabulary and develop their oracy. Expectations of behaviour are not always consistent. Children are keen to learn about the world around them. They learn how to work and play together and independently.

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Most pupils behave well. A few sometimes make the wrong choices. This can interrupt the learning of others. Staff work closely with these pupils to explain how they can make better choices. Where pupils need support for their social, emotional, and mental health (SEMH), the school provides it. This helps them improve their behaviour and readiness to learn. Pupils enjoy school and attend very well.

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The school’s inclusive Christian ethos is at the heart of its work. Staff are determined that every child is able ‘to be a light to the world’. In art and music, pupils encounter a broad range of artists and composers from around the world. Pupils raise money for charity and help younger pupils. This gives them a rich sense of community and understanding of how they can contribute to it. The personal, social and health education (PSHE) curriculum is very well designed. Pupils learn about topics such as healthy relationships and water safety.

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In the last eighteen months, the school has made significant strides in developing the curriculum and in improving behaviour. Leaders, including governors, know where the school is doing well, and where, and how, it needs to improve further. They are determined for it to be the best it can be. Staff feel supported with their well-being and workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, and in early years, the curriculum is not yet designed or taught as well as leaders intend. This means pupils do not always gain the breadth of knowledge they need. The school should ensure that staff receive the training they need to ensure that the curriculum is of a consistently high quality, and that pupils have high quality learning experiences, across all subjects and key stages. 4 and 5 June 2024

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 4 and 5 June 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 20 and 21 September 2012

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Information about this school

 The headteacher has led the school since January 2023.  The school is part of the Constable Collaborative Partnership. As part of this arrangement, it works closely with two other local primary schools.  Dedham Primary School is a voluntary controlled school and is part of the Diocese of Chelmsford. The school received its most recent Section 48 inspection in September 2017 and will be reinspected approximately five years from then.  The school does not currently use any alternative provision for pupils.

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Information about this inspection

The inspector(s) carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school's education provision. 4 and 5 June 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history, and science. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects and visited a range of lessons.  Inspectors held meetings with a range of leaders including the special educational needs and/or disabilities coordinator.  The lead inspector spoke to the local authority’s school effectiveness partner and an advisor from the Diocese of Chelmsford.  The lead inspector met with members of the governing body.

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 Inspectors observed pupils’ behaviour in lessons and at other times around school. They met with groups of pupils to discuss behaviour in the school.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors scrutinised a range of records relating to behaviour and attendance.  The lead inspector considered the 69 responses and 45 free-text responses received during the inspection to Ofsted’s online survey, Ofsted Parent View. He also considered the 25 responses to Ofsted’s staff survey and the 77 responses to the pupil survey. He also spoke to parents at the gate.

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Inspection team

Steve Woodley, lead inspector His Majesty's Inspector

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Inspection team

Nicola Shadbolt Ofsted Inspector 4 and 5 June 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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