Dorchester Primary School

Dorchester Primary School

Address: Dorchester Road, Bransholme, Hull, HU7 6AH Unique reference number (URN): 139525

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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.

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How we evaluate safeguarding

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

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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.

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Inclusion Strong standard

Leaders know pupils extremely well. They quickly identify the diverse needs of pupils, many of whom face multiple barriers to their learning or wellbeing. Leaders implement purposeful and carefully considered adaptations to support them. As a result, pupils with differing vulnerabilities benefit fully from school life. Disadvantaged pupils achieve well by the end of key stage 2. Pupils with special educational needs and/or disabilities (SEND) make strong progress from their starting points. This includes pupils with education, health and care plans.

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Inclusion Strong standard

Leaders have carefully constructed a curriculum for pupils in the specialist unit for those with SEND. Using an evidence-based approach, this unit supports a range of pupils to develop their spoken language skills. Teachers are knowledgeable about the strategies they use, and regular assessments mean that pupils make great progress in this area. As a result, pupils move seamlessly into the mainstream provision when they are ready. Leaders regularly check and evaluate pupils' progress, and adaptations to the curriculum are quickly implemented to ensure no time is lost.

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Inclusion Strong standard

The pupil premium strategy is a central part of the school’s improvement planning. Leaders regularly evaluate this strategy to ensure that disadvantaged pupils achieve and attend well. This deliberate approach also ensures that disadvantaged pupils make full use of the school’s personal development offer to enjoy a breadth of experiences.

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Inclusion Strong standard

Pupils who are known or previously known to social care are very well supported. Leaders continue to track pupils’ achievement in all areas of school life. Pupils receive high-quality pastoral support to improve their learning and wellbeing.

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Achievement Expected standard

Leaders ensure that pupils are well prepared for their next steps and, as a result, pupils achieve well. Younger pupils learn their phonics sounds securely. By the end of key stage 2, pupils meet national standards in reading, writing and mathematics. Disadvantaged pupils achieve well. In some subjects, disadvantaged pupils achieve above the national average.

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Achievement Expected standard

Pupils secure their knowledge of multiplication facts. They are given the support they need to catch up where needed. This enables them to answer trickier problems by using these skills quickly and effectively. This is not currently reflected in historical outcomes in the Year 4 multiplication test.

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Achievement Expected standard

Across the curriculum, pupils speak confidently about their learning and present it well. For example, older pupils shared their new knowledge of biomes using the correct vocabulary. Pupils’ workbooks show how they make effective progression through the curriculum. Pupils with special educational needs and/or disabilities make accelerated progress from their starting points. Leaders’ regular analysis of how well pupils are learning ensures that pupils achieve well across the school.

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Attendance and behaviour Expected standard

Attendance is improving. Leaders have developed clear systems to track pupils’ attendance. They have a secure understanding of how well pupils attend and of any barriers they face in coming to school. Pupils with special educational needs and/or disabilities and disadvantaged pupils attend school regularly. The school is continuing to work with families to reduce the number of requests for leave during term time. Leaders have robust actions in place for this, and improvements are evident.

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Attendance and behaviour Expected standard

Leaders ensure that pupils behave well. Pupils are confident, warm and friendly. Relationships with their peers and staff are very positive. Staff have created an environment where all pupils belong. This includes younger pupils, who learn the expected routines and expectations quickly. For example, nursery children demonstrate impeccable lining-up skills and move into the dinner hall with ease. A few pupils need additional support to manage their own behaviour. The school quickly identifies their needs and implements appropriate support. This means pupils are able to enact the school’s high expectations for behaviour. Bullying is not tolerated at the school. Where any concerns arise, leaders address them swiftly. Leaders track patterns in behaviour and adjust their strategies to support pupils effectively.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum identifies the most important knowledge pupils need to learn. In a few foundation subjects, work is in progress to ensure that knowledge connected across subjects is clearly mapped. Where this is in place, teachers revisit previous learning to help pupils strengthen it in their memory. In lessons, teachers typically deliver the curriculum well. They make appropriate adaptations, such as using visual cues, to help pupils generate ideas. For example, pupils in Year 1 accurately counted to 10 using a mathematics resource to support them.

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Curriculum and teaching Expected standard

Leaders ensure that basic skills are regularly rehearsed across the school, starting in the early years. For example, children develop a secure understanding of the marks they make before moving on to writing words and phrases. Pupils in key stage 1 then regularly practise their handwriting and letter formation skills to ensure they can write a sentence well. Checks for fluency in mathematics enable teachers to assess whether pupils understand numbers, simple calculations and the times tables. This means the curriculum is then adapted to ensure pupils continue to practise this knowledge.

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Early years Expected standard

Staff in the early years know the children very well. They quickly understand children's starting points in their setting and adapt the curriculum accordingly. A number of children in the early years arrive with gaps in their speaking and social interaction skills. Leaders ensure that the early years provision is language-rich. This supports children to develop these important skills well. This helps children to develop across the different areas of their learning. Children learn the skills they need in readiness for key stage 1.

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Early years Expected standard

The curriculum is well constructed. Children learn the social and basic skills they need for their next steps. Staff design appropriate learning activities for children. For example, children practise doubling numbers accurately by counting ladybird spots. Staff engage positively with children and support them effectively in their learning.

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Early years Expected standard

Staff build positive relationships with parents and carers. A carefully planned transition process ensures that children feel safe and happy when they join the nursery or Reception classrooms. Nurturing relationships continue, allowing children to quickly settle into school life. Pupils who need additional help, including those with special educational needs and/or disabilities, are well supported. This includes quick referrals to external agencies for more specialist support if needed.

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Leadership and governance Expected standard

Leaders prioritise supporting all pupils to achieve well. They know their pupils and community well. They have an accurate view of the strengths of the school and have identified the priorities to further improve the school. Trustees and the local governing body understand their responsibilities and carry out their roles with care. They ask leaders challenging questions and ensure that standards remain high.

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Leadership and governance Expected standard

Leaders provide frequent and appropriate professional learning for staff. Leaders make sure that staff have regular opportunities to deepen their knowledge and continue to develop their teaching and leadership skills. Staff also learn how to support disadvantaged pupils in the classroom effectively. They use well-based research to identify the best strategies for supporting pupils. Leaders regularly evaluate the safeguarding training staff receive, so that the staff body remains vigilant and well informed.

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Leadership and governance Expected standard

Staff feel their workload is mostly manageable. They appreciate leaders’ actions to consider workload when the work of the school changes. Staff morale is high.

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Leadership and governance Expected standard

Parents and carers value the school. Staff build positive relationships with the local community and get to know the families well. Parents and carers are particularly positive about the support pupils with special educational needs and/or disabilities receive. Dorchester Primary School is a central part of the local community.

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Personal development and wellbeing Expected standard

Leaders invest time to ensure pupils’ personal development is at the forefront of the school’s wider strategy. They diligently implement a personal, social and health education (PSHE) curriculum that teaches pupils important skills to stay safe, including online. The PSHE curriculum helps pupils to understand others and build positive friendships. Staff teach pupils how to stay healthy and manage their mental health. Pupils in the school’s specially resourced provision for those with special educational needs and/or disabilities also benefit from this offer. They learn important skills, such as using scissors carefully and asking for help when needed. Leaders ensure that pupils develop a secure knowledge of the fundamental British values. They also regularly teach pupils in assemblies about equality to prepare them for life beyond school. For example, pupils recite poems that introduce pupils to themes such as fairness

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Personal development and wellbeing Expected standard

There is a wide range of enrichment opportunities for pupils. Many pupils attend clubs, including disadvantaged pupils. Pupils in the history club speak clearly about how the city has changed over time. They visit different sites to compare the changes. The school plans regular trips, which support pupils’ learning of the curriculum. Pupils visit London to develop their understanding of capital cities. Older pupils attend a residential visit. These activities support pupils in learning about life outside of their local area.

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Personal development and wellbeing Expected standard

The school provides high-quality care through its pastoral support for pupils and their families. This includes offering wide-ranging support, such as signposting families to more specialist support when appropriate. Leaders’ commitment to pastoral support means that barriers to wellbeing are quickly addressed. Staff regularly support pupils and their families outside of school life and extend their pastoral support to the wider community.

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

Leaders at Dorchester Primary School are deeply committed to ensuring every pupil succeeds. Pupils are happy and safe. Their warm and friendly personalities are evident in the care they show their peers. They create a welcoming atmosphere for others. Bullying is rare. When this may occur, staff deal with it swiftly and effectively. Pupils’ attendance is improving. In lessons, pupils show positive attitudes towards their learning. For example, Year 3 pupils listen carefully to their teacher to write a set of instructions to make a jam sandwich.

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

Pupils’ needs are very well considered at this school. A number of pupils have special educational needs and/or disabilities (SEND) or are disadvantaged. Many pupils face multiple barriers to their learning and wellbeing. Staff meet pupils’ needs well. This is because leaders carefully consider what pupils need to learn from their starting points. Carefully chosen adaptations to learning ensure that pupils can fully access the curriculum. Staff remove barriers to learning effectively and, as a result, pupils thrive. They achieve well and are ready for their next steps.

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

The school’s plans for the personal development of pupils mean they benefit from a range of experiences. The ‘Dorchester dozen’ is carefully implemented to ensure all pupils gain from these exciting opportunities. For example, pupils visit places associated with wellness and explore ways to maintain positive mental health. Pupils with SEND and disadvantaged pupils also make full use of this offer. In other areas of school life, for example, outside at playtime, pupils learn the skills of collaboration and turn-taking by engaging in purposeful activities. This helps pupils to develop skills to support them in their next steps.

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Team inspectors:

Andrew Crossley, Ofsted Inspector Sam O'Brien, Ofsted Inspector

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Next steps

Leaders should embed their work to identify the precise knowledge pupils need to learn in a few parts of the curriculum, so that it is well implemented and pupils make secure connections with their prior learning. Leaders should continue to embed their actions to raise the attendance of different pupil groups, so that the attendance of all pupils continues to improve.

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About this inspection

This school is part of Hull Collaborative 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, Estelle MacDonald OBE, and overseen by a board of trustees, chaired by Nathan Greenfield.

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About this inspection

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

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About this inspection

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

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About this inspection

During the inspection, inspectors spoke with the headteacher and members of the senior leadership team. The lead inspector met with a representative from the board of trustees and the local tier board.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of 2 registered alternative provision providers.

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About this inspection

The school includes provision for pupils with special educational needs and/or disabilities. The school hosts a special educational needs unit for pupils identified with speech, language and communication, autism and/or social and emotional mental health needs. There are 30 places within this provision.

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About this inspection

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

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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.

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average

2024/25 (final) 60% 62% Close to average

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average

2023/24 (final) 56% 61% Close to average

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average

2022/23 (final) 58% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 76% 75% Close to average

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average

2023/24 (final) 78% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 71% 72% Close to average

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average

2022/23 (final) 72% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 78% 74% Close to average

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average

2023/24 (final) 71% 73% Close to average

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average

2022/23 (final) 77% 73% Close to average

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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.

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mathematics

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

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average

2024/25 (final) 59% 47% Close to average

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national average

2023/24 (final) 51% 46% Close to average

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national average

2022/23 (final) 56% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 74% 63% Close to average

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average

2022/23 (final) 63% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 70% 59% Close to average

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average

2023/24 (final) 57% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2023/24 (final) 70% 59% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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