Dogmersfield Church of England Primary School

Inspection of Dogmersfield Church of England Primary School Chatter Alley, Dogmersfield, Hook, Hampshire RG27 8SS

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 20 and 21 May 2025

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What is it like to attend this school?

Pupils appreciate the high levels of support they receive at Dogmersfield Church of England School. They talk with enthusiasm about what the school values of ‘love, courage and respect’ mean to them. Pupils are proud to be part of the school and flourish in warm relationships with staff. Pupils are confident that if they have any concerns, there is always an adult they can speak to. This makes them feel safe.

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What is it like to attend this school?

Pupils learn a broad and ambitious curriculum, which is well adapted to support pupils with special educational needs and/or disabilities (SEND). The school has high expectations of pupils to behave well and achieve highly. Most pupils rise to these expectations. Pupils enjoy coming to school, and this means that their attendance is high.

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What is it like to attend this school?

Pupils develop a strong understanding about the world around them. They appreciate what it means to live in modern Britain. This helps pupils prepare for their future aspirations. They develop their leadership skills, including as young leaders, members of the school council and as road safety officers. These help pupils to become positive citizens. Pupils relish participating in a wide and varied range of clubs. They look forward to the four residential trips they enjoy.

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

The school’s curriculum is broad and ambitious. The school reviews its curriculum routinely to check that it is implemented consistently for all pupils, including those with SEND. Where required, it makes prompt adaptations to make sure that the curriculum is purposeful. Consequently, pupils achieve well in national assessments, especially writing.

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

Overall, the school has identified clearly the essential knowledge pupils should learn from the early years to Year 6. In most subjects, this precise knowledge is also well sequenced to cater for the mixed-age groups classes. However, in a few subjects, this is not the case. This means that, in these subjects, the precise knowledge is not sequenced clearly to help pupils to apply their prior learning and learn as well as they could.

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

The inclusive ethos of the school ensures that pupils with SEND achieve well. The effective processes in the school identify the needs of pupils with SEND quickly. The school shares information with staff who know the needs of pupils in their class. They adapt learning, and they feedback on the progress pupils make through the curriculum from their starting points.

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

Most pupils are polite and respectful. Where some pupils struggle with the school’s expectations, it has effective systems to support them. The school identifies barriers to attendance and works well with families to overcome them.

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

Reading is a strength. Pupils are fluent and enthusiastic readers. They are introduced to phonics at the beginning of reception. Staff deliver the phonics programme consistently effectively. The books pupils read match the sounds they know. Pupils read throughout the school, with time prioritised each day to develop their love of reading. Where pupils 20 and 21 May 2025

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fall behind, well-planned interventions enable them to catch up quickly. This means that all pupils passed the phonics screening check in 2024.

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Children make a positive start in the early years. The curriculum is well organised to ensure that children develop their knowledge and understanding in all areas of their learning. Staff design learning around the theme of the books they read. This encourages children to focus and engage well on the planned activities. Children work together to solve problems, and the school has a clear focus on the development of their language and communication skills.

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The development of pupils’ character is exceptional. The foundations of character build on the established school values. They are woven through the school curriculum. Pupils learn to take responsibility, for example, through completing a risk assessment for the new woodland area. ‘Young leaders’ organise games at breaktimes, which build positive and inclusive social times. The wide range of extra-curricular activities cater well for pupils’ interests and hobbies. Pupils learn about different religions. They deepen their understanding of different cultures and traditions through regular events in school. Pupils know how to keep healthy and are very aware of what to do to maintain positive mental health and why this is important. Pupils demonstrate a deep understanding of equality and respect for all.

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Governors have an accurate evaluation of the school’s work. They challenge and support school leaders appropriately using this knowledge. Governors fulfil all their statutory duties effectively. The school prioritises staff professional development to continue to enhance teaching. Staff feel well supported by the school and know that their workload and well-being are always considered.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, the precise knowledge pupils need to know has not been sequenced effectively. This means that pupils’ learning is not sharply focused on what they need to know. The school should continue to strengthen its curriculum in these subjects to ensure that the precise learning is sequenced effectively.

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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. 20 and 21 May 2025

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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). 20 and 21 May 2025

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 28 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provisions.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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. 20 and 21 May 2025

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 Inspectors carried out deep dives in these subjects: 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 considered the curriculum in other subjects.  The lead inspector met with members of the governing body and held a telephone conversation with the local authority and a member of the diocese.  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 reviewed a range of the school’s documentation, including school improvement plans, minutes of governor body meetings and attendance data.

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 Inspectors considered the views of parents shared through Ofsted Parent View.  The views of staff were gathered through interviews and discussions conducted throughout the inspection as well as the Ofsted staff survey.  Inspectors gathered pupils’ views throughout the inspection, including through classroom visits, groups discussions as well as playtime and lunchtime.

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Inspection team

Paul Grundy, lead inspector His Majesty’s Inspector James Munt Ofsted Inspector 20 and 21 May 2025

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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 looked-after children, safeguarding and child protection.

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