Ditton Lodge Primary School

Ditton Lodge Primary School

Address: St Johns Avenue, Newmarket, Suffolk, CB8 8BL Unique reference number (URN): 144054

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

Pupils, including disadvantaged pupils, achieve highly. This is reflected by published outcomes that are well above the national averages. Pupils with special educational needs and/or disabilities secure key knowledge and important vocabulary. They progress through the curriculum well from their individual starting points. Pupils are excellent and avid readers. They read with confidence and fluency.

p.2

Achievement Strong standard

Pupils are highly literate and numerate. They produce high-quality work. Pupils’ written work shows a depth of understanding of key topics. They link key aspects of learning from across the curriculum. For example, pupils link their learning about equality and rights to the challenges endured by historical figures who faced discrimination. This helps them form a well-rounded, balanced view of the world around them. Consequently, they are extremely well prepared for secondary school socially and academically.

p.2

Attendance and behaviour Strong standard

Pupils’ attendance is well above the national averages. Leaders constantly promote the importance of coming to school regularly. Leaders help pupils with special educational needs and/or disabilities overcome any barriers to coming to school. This is backed by high- quality teaching, an extensive enrichment programme and a strong pastoral system. Consequently, pupils have a strong reason to want to come to school. They enjoy learning and are keen to take advantage of the excellent provision. For a small minority of pupils who find it difficult to attend regularly, leaders provide effective support to help them.

p.2

Attendance and behaviour Strong standard

Pupils’ behaviour is exemplary. They are polite and respectful. Pupils understand the consequences for failing to meet leaders’ high expectations. However, this is not the driver of their conduct. Pupils understand that they all have a right to learn. They take this very seriously. Pupils understand that they have a role to play in this universal right. They behave, because they value learning, and each other’s ability to learn. Around school, pupils are considerate of others. Pupils know that staff will deal with bullying issues if they arise. However, cases are rare because pupils, themselves, will not tolerate unkindness.

p.2

Curriculum and teaching Strong standard

The ambitious, logically ordered curriculum is extremely well taught. New ideas are clearly explained. Adaptations for pupils with special educational needs and/or disabilities mean these pupils access the curriculum successfully. Leaders have ensured that the curriculum is designed to provide pupils with the key knowledge they need. This prepares pupils well for the challenges of key stage 3 and provides them with a rich understanding of their community. Leaders understand how well pupils are securing key knowledge. Leaders use this to continually adapt the curriculum and how it is taught.

p.2

Curriculum and teaching Strong standard

Reading, writing and mathematics are at the core of the curriculum. From the very start of the early years, children learn about how the sounds made by letters form words. Pupils who are at risk of falling behind in reading are quickly supported to catch up. Over time, the curriculum exposes pupils to a wide range of challenging and diverse texts. Children in the early years are taught important facts about numbers. By the end of Year 6, pupils are fluent in key mathematical concepts, which they use to solve a range of problems.

p.2

Curriculum and teaching Strong standard

Teachers’ checks on what pupils understand are precise and accurate. These checks spot gaps in knowledge. These are quickly addressed. Expertly constructed questions help pupils link previous learning to new knowledge. Teaching helps pupils construct balanced, well- reasoned verbal responses. Staff then guide pupils, through helpful feedback, to transition rich verbal answers to excellent written pieces.

p.3

Inclusion Strong standard

Inclusion runs through every aspect of the school’s work. Leaders have secured a culture of high aspiration for all pupils. Expert staff pinpoint the specific needs of pupils with special educational needs and/or disabilities (SEND). Leaders understand the community their school serves. This means that they have a rich knowledge of the challenges pupils, including disadvantaged pupils, face. Leaders utilise this knowledge to develop carefully crafted approaches. These help to ensure that all groups of pupils are fully included in school life. Leaders are successful in making sure no pupil faces disadvantage when they cross the school’s threshold. All staff encourage and support all pupils. Consequently, pupils, irrespective of need or individual disadvantage, achieve highly.

p.3

Inclusion Strong standard

Staff are highly skilled to make effective adaptations to their teaching. Pupil passports are comprehensive documents. These set out the challenges pupils with SEND face. Leaders define clear strategies to help teachers adapt their teaching. These adaptations help pupils with SEND overcome their barriers to learning. Leaders monitor and review the impact of adaptations and pupils' changing needs. Leaders use this information to make effective adjustments to their support strategies. As a result, pupils of all ages, irrespective of need, thrive at this school.

p.3

Leadership and governance Strong standard

Staff share the clarity of leaders’ vision and how this will be achieved. Leaders measure the impact of the actions taken to improve the school. For example, they check how the quality of teaching impacts on pupils’ learning. The depth of analysis provides leaders with a precise understanding of the school's strengths. This helps leaders’ intervention strategies be laser sharp. For example, leaders have identified precisely how to improve the early years provision. They have quickly put in place strategies to secure improvement. At the same time, leaders have acted to ensure that children keep up. As a result of leaders' actions, pupils enjoy high-quality provision across the school.

p.3

Leadership and governance Strong standard

Local governors and trust executives robustly hold leaders to account. They ask probing questions that help to refine leaders’ thinking. Trustees triangulate the information they receive from different sources. They use this to celebrate achievements. Trust leaders provide capacity to the school alongside valuable experience and expertise. Trustees and local governors understand their statutory responsibilities. They consistently carry these out to a high standard.

p.3

Expected standard

Staff are proud to work at the school. They feel valued and cared for. They know that leaders consider their workload when making changes. Teachers value the high-quality professional development programme. They can see how this has taken their practice to a higher level. Those teachers at the earliest stages of their careers are well supported. Parents are supportive of the changes made since leaders took up their positions. They value leaders’ increase in expectations and standards while maintaining the family feel about the school.

p.4

Personal development and wellbeing Strong standard

The personal development programme is impressive. It is skilfully woven into the curriculum and daily life of the school. The extensive offer prepares pupils extremely well for life in modern Britain. Leaders have prioritised supporting pupils to understand the value of diversity. As a result, the curriculum helps pupils learn about a wide range of faiths and cultures different to their own. Pupils do not just recognise difference, they embrace it. They openly celebrate the differences that bring them together as one. This helps pupils from all groups feel valued and welcome.

p.4

Personal development and wellbeing Strong standard

Pupils develop a deep understanding of fundamental British values. They live these through their interactions with each other and staff in school daily. In the early years, children learn the importance of respecting each other and taking turns. By the end of key stage 2, pupils develop important social skills that enable them to engage in debates. They listen to each other’s point of view. They respectfully challenge views that they do not agree with. Pupils are tolerant. They develop an age-appropriate understanding about why it is important that some of the things that make us different are protected by law. Pupils talk eloquently about equity. They challenge disadvantage and promote fairness. Pupils know how to keep themselves, and their friends safe, in the real world and online. They develop a strong understanding of the importance of strong friendships. They know how positive, healthy relationships benefit them.

p.4

Personal development and wellbeing Strong standard

The enrichment offer is extensive. Pupils benefit from one extended day per week where they can access a plethora of clubs and opportunities. This greatly benefits disadvantaged pupils who pick up new interests alongside their friends. Pupils take on leadership roles with enthusiasm. Year 6 prefects help younger pupils around school. They provide support during playtime and ensure that no-one is left out. Travel ambassadors provide pupils and members of the community with information about road safety outside school. This helps pupils understand the important role they can play as positive contributors to their community.

p.4

Early years Expected standard

The early years foundation stage curriculum is well designed to provide children with the key knowledge they need for key stage 1. Reading and communication are key priorities. Children start to learn to read from the very beginning of the early years. The phonics programme is taught well. It helps children learn the sounds letters make and how these form words. The books children read are well matched to the sounds they are learning. As children progress through the curriculum, they transition this reading knowledge well into their writing.

p.4

Early years Expected standard

Teaching is balanced by carefully crafted play activities that help children secure key language and number facts. The environment immerses children in constant reminders of words and numbers. During play activities, children develop important skills, such as learning how to take turns and respect each other’s space.

p.5

Early years Expected standard

In most cases, staff engage well with children. However, some of these interactions do not maximise children’s opportunities to secure key knowledge or routines. Occasionally, adults are slow to interact. This limits children’s accurate use of language. In other cases, the interaction is too quick. This can hinder children’s learning of key learning routines, such as the importance of sharing.

p.5

Early years Expected standard

Children are well prepared for Year 1. They read fluently and use key language well.

p.5

What it's like to be a pupil at this school

Pupils enjoy coming to this friendly and welcoming school. They thrive in a safe, caring community. Pupils dream big and aim high in response to their teachers’ high aspirations for them. They develop a thirst for knowledge. Pupils enjoy their lessons that are taught by expert teachers. Pupils with special educational needs and/or disabilities are very well supported to overcome their individual barriers to learning. Equally, pupils who face other disadvantage, be that social or familial, benefit from the high-quality education and social development opportunities on offer. Pupils attend school regularly. They work hard and achieve highly. Pupils are well prepared for the challenges of secondary school. They shine brightly, striving to be the business leaders, politicians and positive contributors to society of the future.

p.5

What it's like to be a pupil at this school

Pupils understand the importance of difference. They learn that everyone has a role to play in the community. They value the different experiences, views and contributions each other brings. They celebrate each other's uniqueness. This brings pupils together as one. Consequently, unkindness is rare. Instead, it is replaced by a deep and meaningful respect for each other. Pupils respect each other's right to learn. As a result, their behaviour is exemplary. Learning is rarely disrupted.

p.5

What it's like to be a pupil at this school

Pupils, including children in the early years, enjoy a wide range of opportunities beyond the academic curriculum. Some take on the challenge of willow art. Some learn how to play a new sport or game, while others learn to play a musical instrument, tend the school allotment or take on a leadership role. Additionally, pupils enjoy experiences from cultures different to their own. For example, learning how to perform Indian dancing. Pupils make a positive contribution to the whole school community. Older pupils support younger children settle and feel welcomed into this happy school.

p.5

Team inspectors:

Judith Sumner, Ofsted Inspector Lisa Massey, Ofsted Inspector

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

Next steps

Leaders should continue to ensure that staff have the knowledge and expertise to maximise opportunities for high-quality interactions with children in the early years.

p.6

About this inspection

This school is part of Unity Schools Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Dominic Norrish, and overseen by a board of trustees, chaired by Christine Quinn.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the executive headteacher, other members of the senior leadership team, the special educational needs coordinator, representatives of the local governing board, the chair of the trust board and the chief executive officer of the trust and members of staff during the inspection. Inspectors also spoke with pupils about their learning and experiences of life at school.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not use alternative provision. The executive headteacher and all other members of the senior leadership team took up their roles since the last inspection in January 2024. They have responsibility for two other schools in the trust.

p.6

About this inspection

Executive headteacher: Lisa Tweed This data is from 24 March 2026

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2022/23 (final) 76% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15