St Dominic CofE Primary School

Inspection of St Dominic CofE Primary School St Dominic, St Dominick, Saltash, Cornwall PL12 6SU

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

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The headteacher of this school is Jon-Joe Wilson. This school is part of St Barnabas Church of England Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Sean Power, and overseen by a board of trustees, chaired by Sue Morrish. 8–9 October 2024

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What is it like to attend this school?

Everyone is encouraged to ‘BRING it!’ to this school. The school’s values of bringing courage, creativity and friendship are pupils’ daily experience. Pupils develop a sense of their own individuality and how they contribute to being a community.

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What is it like to attend this school?

There has been a significant increase in pupils attending the school over the last three years. These pupils, and their parents, quickly settle into the school due to the warm welcome. In the early years, this welcome starts as soon as children are allocated a place. Opportunities such as the teddy bears’ picnic help children to belong to the school family before they start school.

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What is it like to attend this school?

The extensive range of clubs, trips and activities is a key feature of the school’s offer. There is something for everyone. Pupils, particularly those who are disadvantaged or who have special educational needs and/or disabilities (SEND), benefit enormously from these experiences. These well-planned opportunities all contribute to pupils’ character development.

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What is it like to attend this school?

This is a school where pupils strive for excellence. Their thirst for learning means they behave well in lessons. They show pride in their work and achieve highly. Mutual respect underpins the strong relationships across the school. Pupils trust adults to treat them fairly and keep them safe.

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

Everyone has a relentless drive to give pupils an exceptional education. No one is complacent here. As well as pupils, the staff, governors, and trust want to ‘BRING it!’ to the school. This culture of continual improvement applies to everyone. The trust gives the school support while also allowing it to explore what works for its pupils. This has built a culture of excellence which the trust shares with other schools.

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

Children get off to a flying start in the early years. The inspirational environment supports them to develop curiosity and independence. For example, the ‘curiosity cube’ provides an ever-changing stimulus for awe and wonder. It promotes children’s interest and questions. Throughout the school, pupils thoroughly enjoy their learning. This is because the curriculum sparks their interest until the end of Year 6. Visits, visitors, and projects bring learning to life. Pupils use their knowledge in real life situations. They work alongside villagers on the shared allotment or in the community shop. This builds pupils’ confidence and character. Learning about trucks alongside adults with learning disabilities develops pupils’ understanding and compassion. The school expertly weaves these rich experiences into the curriculum. Consequently, pupils recall the knowledge they have learned. They know how they might use this in the future.

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

Reading is central to school life. The environment celebrates books and reading for pleasure. Pupils learn to read well. Adults teaching the phonics programme have excellent subject knowledge. This means they are precise and confident when implementing the programme. Regular checks on what pupils know help pupils to keep up with the 8–9 October 2024

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programme. This particularly helps pupils, and particularly those with SEND, to develop fluency. Older pupils are enthusiastic about the books they read. They find them exciting.

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Adults regularly talk with early years children as they play and learn. They use ambitious vocabulary. This gives children a wealth of language to talk about their learning. As children move into key stage 1, the school have identified the important vocabulary across the curriculum. Pupils are therefore able to use technical vocabulary when speaking and writing. In mathematics, the school has designed ‘ROCK’ as a consistent start to lessons. Pupils’ ‘Recall Of Current Knowledge’ is excellent. They use this knowledge to solve problems and give reasons for their thinking.

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Pupils’ writing, particularly in early years and key stage 1, is exceptional. Since starting in the Reception Year four weeks ago, children are already confident to have a go. They use the letters they have learned to write accurate words. Their enthusiasm is visible. Children are extremely well-prepared to continue this high standard of writing in Year 1 and 2, which they do. Older pupils write with flair and technical accuracy.

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The impact of the well-implemented curriculum is evident in pupils’ outcomes. Throughout the school, pupils achieve exceptionally well. St Dominic’s ensures pupils are highly prepared for the next step in their education.

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The personal, social and health education curriculum, including relationships and sex education, prepares pupils well for life in modern Britain. Pupils have a strong understanding of diversity and equality. They know what discrimination is and why some people might be discriminated against. Pupils have a strong moral code. They understand that people can be different and hold different opinions. They recognise the need for tolerance and respect for everyone.

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Local governors and trustees fulfil their statutory duties diligently. They assure themselves of the information they receive. They support and challenge the school in equal measure. Their focus on staff well-being and development is key to retaining the exceptional staff team.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

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. 8–9 October 2024

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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). 8–9 October 2024

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School details

Date(s) of previous inspection 18 July 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is a smaller than average Church of England primary school in the Diocese of Truro.  Over recent years, the number of pupils on roll has increased significantly. This means that over half of the pupil population have joined the school after the Reception Year.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 8–9 October 2024

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Inspections are a point-in-time evaluation about the quality of a school’s education provision.

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 This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed any continued 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: English, including early reading, mathematics and geography. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors held meetings with the headteacher, the chief executive officer (CEO), trust curriculum and phase leaders, the special educational needs coordinator, curriculum leaders, teaching and support staff. The lead inspector also met with members of the local governing body, trustees, including the chair of the trust. She also held a telephone call with the diocese.

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 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.  The lead inspector listened to pupils read to an adult.  Inspectors observed pupils’ behaviour in lessons and around the school site. In addition, they met with pupils informally and formally to hear their views.  Inspectors considered responses to Ofsted’s online questionnaire, Ofsted Parent View, including free-text responses. Inspectors also took into consideration responses to the staff and pupil surveys.  Inspectors examined a range of documentation provided by the school.

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Inspection team

Angela Folland, lead inspector His Majesty's Inspector

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Inspection team

Tom Page Ofsted Inspector 8–9 October 2024

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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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