Dene House Primary School

Dene House Primary School

Address: Manor Way, Peterlee, County Durham, SR8 5RL Unique reference number (URN): 141998

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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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Personal development and wellbeing Strong standard

Leaders have embedded a highly effective personal development programme. They tailor it to meet pupils' needs. Pupils take part in various pupil leadership activities. For example, the school council has a meaningful role in initiating change in the school by sharing pupils' views.

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Personal development and wellbeing Strong standard

Pupils develop a thorough knowledge of diversity and tolerance. They understand discrimination related to personal characteristics that are protected by law and they have a secure knowledge of fundamental British values, such as democracy. Leaders work strategically with the local community to ensure that discrimination is not tolerated. Pupils develop a secure and consistent understanding of how to stay safe and healthy. They understand the risks that they may face online.

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Personal development and wellbeing Strong standard

Leaders work systematically so that any barriers to pupils' wellbeing are swiftly identified and dealt with. Wellbeing support at the school is highly effective. For example, pupils who need it receive in-school counselling. Leaders act swiftly to seek external support. They develop effective relationships with other professionals that enable pupils to quickly access a range of specialist services.

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Personal development and wellbeing Strong standard

Leaders are determined to make sure that pupils benefit from a wide range of experiences that promote their wider skills and cultural appreciation. Leaders offer a wide range of enrichment activities that include trips to cities and residential trips to the Lake District. They proactively remove barriers to engagement in the enrichment offer and go to great lengths to ensure that all pupils can take part. Pupils take part in extra-curricular clubs that extend their interests and talents. These include chess and gardening, as well as a range of sporting opportunities.

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Personal development and wellbeing Strong standard

Pupils develop into respectful, tolerant and compassionate young people, who are very well prepared for life within their community and beyond. They learn the skills to communicate effectively and are well prepared to be positive, global citizens.

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Achievement Expected standard

A high proportion of pupils with special educational needs and/or disabilities and disadvantaged pupils attend the school. By the end of key stage 2, all pupils' attainment is broadly in line with their national counterparts. Pupils make rapid progress through the curriculum as a result of effective support to close any gaps in their knowledge and skills.

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Achievement Expected standard

The work pupils produce reflects the positive progress they make over time. Some older pupils' handwriting prevents them from writing as fluently as they should. However, leaders are taking appropriate and impactful steps to improve this. Pupils develop strong foundations in the early years and key stage 1. This enables them to make a positive start to their learning. Although most pupils have secure knowledge of what they have learned throughout the wider curriculum, a small proportion of pupils do not remember what they have learned in as much depth.

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Attendance and behaviour Expected standard

All staff know that attendance is a priority. Staff know families well. This helps them to anticipate potential barriers to attendance. Leaders have developed attendance procedures that are thorough. Although attendance is below national averages and persistent absenteeism is high, leaders' actions are bringing about improvements over time. Leaders continue to prioritise this area of their work. They work diligently with other professionals to support families when needed. The positive impact of this work is evident for individual pupils and their families.

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Attendance and behaviour Expected standard

Pupils behave well. They feel well cared for. They say they feel a sense of belonging at the school. They show integrity and compassion when interacting with their peers. Behaviour in lessons is generally very positive and pupils show mature attitudes to learning. Where pupils struggle to behave consistently well, leaders ensure that there are systems in place to support them to manage their emotions and reflect on their behaviours. Bullying is not tolerated and adults deal with it swiftly and effectively. Leaders analyse information and implement effective strategies to reduce incidents, including those of a racist nature and the use of derogatory language. Leaders' actions have had a positive impact over time.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum and teaching across the school. They take effective action to deal with any areas that may not be as effective as others. Leaders have designed the curriculum clearly. Teachers know precisely what pupils need to learn at each stage. The curriculum teaches pupils about pertinent local issues that might affect their wellbeing or achievement.

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Curriculum and teaching Expected standard

Teachers generally explain new information effectively. They use their subject knowledge to model clearly what they expect from pupils. This helps pupils to grasp new concepts quickly. Teachers use feedback to help pupils to improve their work. Typically, teachers deal with pupils' misconceptions as they arise. Clear lesson structures support pupils to focus on securing important skills and knowledge. Teachers give pupils time to process and embed their learning. They provide pupils with regular opportunities to fill any gaps in their basic knowledge and skills without distraction.

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Curriculum and teaching Expected standard

Staff teach phonics to a high standard. They take opportunities throughout the day to help pupils to practise reading new sounds. In mathematics, adults consistently model vocabulary well. Pupils use concrete resources to support their understanding of mathematical concepts. Leaders ensure that the curriculum prioritises accuracy and fluency in reading, writing and mathematics.

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Early years Expected standard

Leaders have an ambitious vision for the children in the early years. Leaders and governors have invested in staffing, resources and the environment to ensure that children have a positive start to their education. Governors ensure that leaders meet the statutory requirements for the early years.

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Early years Expected standard

Children make positive progress across all areas of learning. Teachers place a high priority on children's personal, social and emotional development. Leaders have designed the curriculum well to ensure that there is a focus on securing the foundations that children need in physical development and communication and language. Consequently, children's skills and knowledge in these areas of learning build sequentially over time.

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Early years Expected standard

Staff engage children in high-quality interactions and exploit opportunities for learning and developing vocabulary. Leaders know children well. Positive relationships between staff and children contribute to building children's self-esteem and a sense of belonging. Adults prioritise story time, and children listen attentively. Children generally develop the basic skills they need to be ready for the next stage of their education. For example, children regularly practise their pencil grip and writing fluency, reading and number facts. Most children develop an understanding across the 7 areas of learning. Staff identify children who face barriers to their learning swiftly and put appropriate support in place.

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Inclusion Expected standard

Leaders create an open and welcoming culture at the school. They identify pupils' needs at an early stage and quickly implement appropriate support. Leaders use a stepped approach to helping pupils who face barriers to their learning or wellbeing. This means that pupils' needs are reviewed regularly and the level of support is amended where necessary. Leaders consult with parents and carers and work effectively with external professionals to source the best support for pupils. Parents speak very positively about the support their children receive.

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Inclusion Expected standard

Pupils who start the school mid-year, including those from other countries, receive a warm welcome. Staff ensure that they are fully included in the classroom. The curriculum is designed to reflect the school's increasingly diverse pupil population.

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Inclusion Expected standard

Leaders' clear expectations for inclusive teaching ensure that most pupils receive effective support. Typically, staff seamlessly include pupils with special educational needs and/or disabilities in lessons so that they can learn alongside their peers. Adaptations to the curriculum and reasonable adjustments ensure that pupils make positive progress through the curriculum from their starting points.

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Inclusion Expected standard

Teachers support disadvantaged pupils well, removing any barriers to their learning. Leaders use additional funding, such as the pupil premium, effectively. The impact of this is clear in outcomes by the end of key stage 2, where disadvantaged pupils attain more highly than their disadvantaged peers nationally.

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Leadership and governance Expected standard

Leaders care deeply about the pupils and have a very clear vision for the school. They are passionate about giving the pupils the skills they need to be successful members of their community and to be successful in life beyond the school. Leaders promote the school's ethos of 'aspire, achieve, smile' effectively.

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Leadership and governance Expected standard

Leaders form positive relationships with parents, carers and the wider community. Most parents are positive about the school's work, particularly for pupils with special educational needs and/or disabilities. They appreciate the extra lengths that leaders go to in order to make everyone feel welcome. Leaders work effectively with external professionals in the best interests of pupils.

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Leadership and governance Expected standard

Leaders know the school well. They accurately identify strengths and have a clear understanding of where further improvements are needed. They have prioritised aspects of the school's work that are now embedded. Those responsible for governance are committed to inclusion. They uphold their statutory duties effectively, ensuring, for example, that leaders use additional funding appropriately. They have a secure understanding of the school, its context and the priorities for improvement. Governors and directors have oversight of the work that leaders do and provide them with effective support and challenge.

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Leadership and governance Expected standard

Staff feel valued. They appreciate that leaders support them well. They are proud to work at this school. Staff benefit from ongoing training that supports their development and teaching. Leaders give staff the time that they need to embed the training they receive.

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

Pupils are happy to attend this highly welcoming school. There is a distinct sense of community and everyone is made to feel as though they belong here. Staff greet pupils warmly and ensure they feel valued, secure and ready to learn. Pupils say they enjoy coming to school. They demonstrate positive attitudes to learning. While rates of attendance are not as high as they could be, they are improving as a result of leaders' actions.

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

Pupils value the opportunities that leaders give them, including the chance to make meaningful contributions to the school. For example, pupils regularly share ideas with members of the school council about how to improve the school further. Pupils enjoy lessons, assemblies and a range of educational visits.

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

Pupils socialise together at playtimes and benefit from a wealth of outdoor play activities. They interact well and are respectful towards one another and adults. Pupils have a secure understanding of bullying. When it happens, leaders deal with it swiftly. Pupils have confidence that adults will deal with any issues they raise. They feel safe at school. They have positive relationships with adults. Pupils know who to talk to if they have a concern.

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

Pupils thrive here. They make clear progress in their learning, personal development and wellbeing. Leaders ensure pupils are equipped to learn successfully. Pupils benefit from high-quality pastoral care. This helps all pupils, including disadvantaged pupils and those who face barriers to learning, to feel a secure sense of belonging. Pupils, including those with special educational needs and/or disabilities, are increasingly prepared for the next stage of their education. They develop the knowledge, skills, confidence and independence they need to succeed throughout their time at the school.

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Next steps

Leaders should continue to strengthen systems and processes to improve attendance further. They should ensure that these actions have a sustained impact, particularly for pupils with special educational needs and/or disabilities, disadvantaged pupils and those who are absent most often. Leaders should ensure that the curriculum and teaching enable pupils to consistently develop a depth of knowledge and skills across all curriculum areas. Leaders should continue to strengthen the practice in the early years so that the children develop detailed understanding across the 7 areas of learning and are very well prepared for the next stage of learning.

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About this inspection

This school is part of Tudhoe Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jim Smith, and overseen by a board of trustees, chaired by Ivan Whitfield.

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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

Inspectors spoke with school and trust leaders, staff, pupils, parents and carers during the inspection. They also held discussions with representatives of the board of trustees and local governing body.

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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 uses no alternative provision.

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Team inspectors:

Janet Madden, Ofsted Inspector Sharon Ballinger, Ofsted Inspector

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Facts and figures used on inspection

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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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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 6 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 needs support 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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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) 59% 62% Close to average

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average

2022/23 (final) 65% 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) 78% 75% Close to average

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average

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

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average

2022/23 (final) 78% 73% 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) 72% 72% Close to average

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average

2022/23 (final) 78% 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) 74% 74% Close to average

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average

2023/24 (final) 66% 73% Close to average

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average

2022/23 (final) 70% 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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national average

2023/24 (final) 47% 46% 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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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) 68% 59% Close to average

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average

2023/24 (final) 50% 58% Close to average

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average

2022/23 (final) 67% 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) 65% 59% Close to average

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average

2022/23 (final) 61% 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

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

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