Lancaster Dallas Road Community Primary School

School

Address: High Street, Lancaster, Lancashire, LA1 1LD Unique reference number (URN): 119130

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

Personal development and wellbeing Strong standard

Pupils benefit from a broad programme of personal development. This programme helps them grow in confidence, character and awareness of the wider world. They learn how to stay safe, both online and in the real world. Age-appropriate lessons help pupils understand healthy relationships and consent. Pupils know who to speak to if they feel worried, and they trust adults to help them. They show respect towards others and talk confidently about fairness, kindness and equality.

p.2

Personal development and wellbeing Strong standard

Pupils understand differences and learn about a wide range of cultures and family structures. Language days, cultural celebrations and work with local filmmakers help pupils develop a deep appreciation of diversity within their school community. Older pupils explain fundamental British values with great confidence. They link ideas such as democracy, mutual respect and rules to everyday life in school. Pastoral support is highly effective. Pupils talk with trained adults when they need help managing their feelings. Support such as play-based sessions and enhanced teaching about emotions and bereavement helps pupils build social skills and an awareness of themselves and others.

p.2

Personal development and wellbeing Strong standard

Leaders make sure all pupils can access the range of opportunities on offer. Clubs are varied and include sports, arts, languages and music. Leaders track participation and reduce barriers so pupils can take part. Pupils take on meaningful leadership roles. They have helped create a peaceful garden in the school grounds and work with adults to improve playtime equipment. Other roles help pupils contribute to environmental work and cultural awareness activities. Pupils also take part in charity work and local events, including partnerships with artists, musicians and members of parliament. Visits, visitors and outdoor experiences help broaden pupils' understanding. Community links, including work with local universities, help pupils think about future careers. As a result, pupils are considerate, confident and well prepared to live and learn in modern Britain.

p.2

Achievement Expected standard

Pupils achieve well across the curriculum. Typically, pupils know and remember the important knowledge they need across each subject. They build this knowledge securely as they move through the school. Pupils use phonics confidently and read with increasing fluency. In writing, many pupils write neatly and accurately. In some cases, spelling, handwriting and punctuation are not fully secure, which can lead to inconsistencies in their written work.

p.2

Achievement Expected standard

Younger pupils recall scientific vocabulary and make links between topics. Older pupils talk confidently about their historical learning and interpret sources with increasing depth. Disadvantaged pupils are well supported, and attainment is in line with other disadvantaged pupils nationally. Pupils who speak English as an additional language achieve well. The support they receive helps them build vocabulary and progress well through the curriculum. Results in national tests are improving and are in line with national averages. Pupils are well prepared for the next stage of their education.

p.2

Attendance and behaviour Expected standard

Leaders prioritise attendance and have established robust systems to monitor patterns closely. Current attendance is above national figures. Disadvantaged pupils and those with additional needs now attend regularly. Persistent absence has reduced significantly. This is due to tailored support that lessens barriers for pupils. Leaders work sensitively with families to remove these barriers and improve attendance habits. Leaders review individual attendance frequently and act quickly when concerns arise. Communication with parents and carers reinforces the importance of regular attendance. Leaders also address punctuality, which remains a concern for a small number of pupils.

p.3

Attendance and behaviour Expected standard

Behaviour is generally calm and respectful. Pupils move sensibly around school, settle well into routines and feel safe. They understand the school's restorative approach and trust adults to help them resolve concerns. Breaktimes are well organised, with structured activities that support positive behaviour. In lessons, pupils typically show positive attitudes to learning. Staff apply behaviour expectations consistently. They make thoughtful adjustments for pupils with additional needs so they can take part in lessons. Bullying and unkind behaviour are dealt with quickly and appropriately. As a result, pupils feel included, supported and ready to learn.

p.3

Curriculum and teaching Expected standard

Leaders set precise priorities to improve teaching. They have designed the curriculum so that new learning builds on what pupils already know. Reading is a focus across the school. Staff teach phonics consistently well and give pupils regular practice using the sounds they have been taught. Older pupils have frequent opportunities to read and discuss a wide range of books. Writing is a priority. In many classes, teaching supports pupils to develop correct letter formation, accurate spelling and secure punctuation. In a minority of cases, these basic skills in writing are not checked as consistently, meaning errors in work remain over time.

p.3

Curriculum and teaching Expected standard

Teaching helps pupils understand new ideas and revisit earlier learning. Staff use simple checks to see what pupils have understood. These approaches help staff to see where pupils need more guidance and shape what they teach next. In mathematics, staff break lessons into small steps to help pupils build their understanding. Staff support pupils with additional needs well. They design helpful adjustments based on their understanding of pupils.

p.3

Curriculum and teaching Expected standard

Classes vary in how they use the new teaching approaches. Leaders are working to secure consistent strategies across the school. This is so that pupils benefit from clear examples and instructions in how to be successful in every lesson.

p.3

Early years Expected standard

Children experience a well-sequenced early years curriculum. Developing communication and language is a key priority. Staff continually model new words during play, stories and everyday routines. This supports children, including those who speak English as an additional language, to build confidence and communicate clearly.

p.4

Early years Expected standard

Staff introduce new ideas in simple ways that help children understand. They explain these ideas and words carefully. Staff ask frequent questions that help children think and respond. Staff deliver phonics lessons with consistency. Children practise saying sounds matched to letters. They use this knowledge when they read simple words and write short phrases. Daily activities give children regular opportunities to practise early writing. For instance, they build strength in their hands, develop a steady pencil grip and practise forming letters correctly. Staff introduce early mathematics through practical tasks that help children understand number.

p.4

Early years Expected standard

Staff check what children can do and adjust activities to support children's next steps. This helps all children, including those with special educational needs and/or disabilities, learn effectively. Staff provide additional help for children who may need support with early language or literacy.

p.4

Early years Expected standard

Children settle promptly, behave and enjoy learning together with one another. Open partnerships with parents and carers support children's development. As a result, children achieve well and are prepared for Year 1.

p.4

Inclusion Expected standard

Leaders ensure that the school is a welcoming and supportive place for pupils. They provide training that helps staff identify and understand pupils' needs well. Staff work alongside pupils and families closely. This helps them highlight barriers and shape support that meets individual needs. Regular progress checks ensure support is targeted and enables pupils to progress. These checks help leaders act promptly when pupils need additional help.

p.4

Inclusion Expected standard

Teachers check learning closely and adapt lessons thoughtfully. This allows pupils with additional needs to take part fully in learning. For example, staff deliver group sessions to help pupils understand key ideas before lessons begin. Staff support pupils who are new to English by using translation tools and vocabulary banks. This helps pupils understand routines and build confidence.

p.4

Inclusion Expected standard

Leaders use additional funding for disadvantaged pupils effectively. For instance, they use it to support reading and language skills and to ensure that pupils take part in trips and clubs. This is helping improve outcomes for these pupils. Pupils known to social care receive sensitive support. They benefit from leaders' close partnerships with external professionals. Calm, supportive spaces, such as 'The Hive', give pupils with additional barriers time to settle and refocus when needed. Some pupils with additional needs follow personalised curriculums that help them make progress from their starting points.

p.4

Leadership and governance Expected standard

Leaders have a clear understanding of the school's strengths and the areas that need improvement. They focus on what matters most for pupils. Leaders check on current priorities often by visiting lessons, talking to pupils and looking at work. Recent improvements in attendance and early reading show that their work is making a positive difference. School leaders work well together. They share information, support each other and rigorously monitor the impact of their work. Leaders work with other schools to share ideas and strengthen their practice. Staff feel valued and supported. They say leaders think carefully about workload and wellbeing when introducing new ideas. Leaders link staff training closely to the main areas they wish to strengthen. Staff welcome the training they receive. They appreciate the positive culture leaders have created and are proud to work at the school.

p.5

Leadership and governance Expected standard

Governors fulfil their statutory duties and understand the school's context well. They communicate openly with staff. Governors use this knowledge to strengthen their understanding of leaders' work. Governors use training to help challenge and support school leaders. They pay particular attention to how well disadvantaged pupils and those with special educational needs and/or disabilities are supported. Governors commit to the school's inclusive ethos and work actively to engage with families and the wider community. Parents and carers appreciate the nurturing approach of staff and value the sense of community at the school. Leaders recognise the impact of their recent work. More so, they are ambitious in identifying the work still needed to consistently embed these improvements.

p.5

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

Pupils begin school with a warm welcome from staff who know them well. This helps them feel valued and part of a community where diversity is celebrated. Pupils describe their school as a place where everyone is encouraged to be the best they can be, whatever their background or starting point. They trust adults to listen carefully and act quickly if they have any worries. Pupils say bullying and unkind behaviour are dealt with sensitively. This helps them feel safe.

p.5

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

Pupils enjoy learning and talk proudly about what they know. Younger pupils explain how phonics helps them read new words. They show growing confidence and pride when tackling more challenging texts. Older pupils describe how they use multiplication facts to support their work in mathematics. Pupils with additional needs, including those who speak English as an additional language, say staff help them overcome barriers so they can be successful across the curriculum. Pupils feel proud of their progress and understand how their determination will help them improve. Pupils achieve well and are well prepared for their next stages in education.

p.5

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

Pupils feel they belong here. They value the respectful relationships they have with staff and with each other. Pupils say that everyone fits in. The school's diverse families and community links make the school welcoming and inclusive. Pupils enjoy working with friends, supporting younger pupils and contributing to the positive atmosphere around the school. They attend regularly and look forward to the day ahead.

p.5

Team inspectors:

Cole Andrew, Ofsted Inspector Sue Bowman, Ofsted Inspector

p.6

Facts and figures used on inspection

Pupils take part in a wide range of experiences that broaden their interests and help them develop confidence. They enjoy clubs, competitions and residentials that build determination and teamwork. Leadership roles, such as school councillor or play leader, help pupils be responsible and valued. Pupils learn how to stay safe, treat others with consideration and contribute positively to school life.

p.6

Next steps

Leaders should further embed consistent teaching of the curriculum, with a focus on enabling all pupils to achieve well. Leaders should ensure that any gaps in pupils' foundational knowledge, particularly in handwriting and spelling, are consistently addressed within all classes and subjects.

p.6

About this inspection

The chair of the board of governors in this school is Amy Stanning.

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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the governing body, as well as representatives from the local authority. Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted's surveys.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

Headteacher: Adam Newton This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

About this inspection

The inspector(s) used this data during the full inspection on 7 July 2026

p.7

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 6 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 needs support 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

average

2024/25 (final) 65% 62% Close to average

p.9

average

2023/24 (final) 59% 61% Close to average

p.9

average

2022/23 (final) 57% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 80% 75% Close to average

p.9

average

2023/24 (final) 71% 74% Close to average

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

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

p.9

average

2023/24 (final) 79% 72% Close to average

p.9

average

2022/23 (final) 67% 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

average

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

p.10

average

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

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

average

2023/24 (final) 38% 46% Close to average

p.10

average

2022/23 (final) 33% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

national average

2024/25 (final) 60% 63% Close to average

p.11

national average

2023/24 (final) 62% 62% Close to average

p.11

national average

2022/23 (final) 50% 60% Close to average

p.11

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

average

2024/25 (final) 53% 59% Close to average

p.11

average

2023/24 (final) 69% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2022/23 (final) 50% 59% Close to average

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.11

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.12

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

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

national average

2024/25 (3 term) 5.9% 5.2% Close to average

p.13

national average

2022/23 (3 term) 6.3% 5.9% Close to average

p.13

Persistent absence

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

p.14

national average

2024/25 (3 term) 15.7% 13.0% Close to average

p.14

national average

2022/23 (3 term) 17.3% 16.2% Close to average

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.

p.14

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.

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 . 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.14

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