Dinton CofE Primary School

Dinton CofE Primary School

Address: Hindon Road, Dinton, Salisbury, Wiltshire, SP3 5HW Unique reference number (URN): 149660

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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

The school provides a rich, carefully selected and coherently sequenced programme of personal development. It is centred on the values of ‘courage, hope, service and wisdom’. Leaders have integrated these carefully across subjects and through extensive wider opportunities. Spiritual, moral, social and cultural opportunities are purposefully designed to reinforce and develop pupils’ understanding. Pupils have a deep understanding of British values and personal commitment to equality. They know that everyone should be treated fairly. They know the importance of respect for others and the environment. For example, eco leaders highlight the impact of fast fashion on the natural world. Pupils know how to keep themselves safe in a range of contexts, both online and offline.

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Personal development and wellbeing Strong standard

Leaders place a high priority on ensuring that all pupils benefit from the rich range of opportunities available. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, participate fully in enrichment opportunities. These broaden pupils’ horizons and develop confidence and independence. The curriculum is infused with opportunities for pupils to learn about opportunities in later life. For example, pupils learn about the role women have played in engineering. These opportunities inspire and motivate pupils.

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Personal development and wellbeing Strong standard

Leaders make sure that pupils benefit from purposeful opportunities to socialise with peers from other schools. For example, pupils participate in sporting events and collaborative activities. Leaders also ensure that pupils visit a range of secondary schools. This helps pupils to make informed choices and prepare confidently for the next stage of their education. Pupils are well supported through extensive and systematic pastoral support. Staff ensure that pupils have access to safe spaces, sensory areas and therapeutic support to help them manage their emotions. Staff know pupils well and identify emerging needs quickly. They provide timely support that promotes wellbeing and engagement in school life.

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Achievement Expected standard

Pupils achieve well and are generally well prepared for the next stage of their education. Published outcomes over time are broadly in line with national averages. High attendance helps pupils to benefit fully from learning. As a result, they secure important knowledge in reading, writing and mathematics. Pupils, including pupils with special educational needs and/or disabilities and those with other barriers to their learning, generally make positive progress from their starting points. Leaders' work to strengthen the reading curriculum and sharpen the focus on reading has had impact. High-quality texts are woven into the curriculum. Pupils read with enjoyment, fluency and understanding. Pupils recall important learning from a range of subjects. For example, in mathematics, pupils can explain how their secure knowledge of multiplication and division helps them tackle increasingly complex mathematical problems. They know how learning about technology helps them use digital

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Achievement Expected standard

devices safely. Pupils develop the knowledge, skills and understanding needed for their next steps in education.

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Attendance and behaviour Expected standard

Leaders have high expectations for all pupils' attendance. They take a strategic approach. For example, leaders combine rigorous monitoring, clear communication with families and targeted support to secure high attendance. Leaders work effectively with external partners to overcome barriers and improve pupils' attendance habits. As a result, attendance remains consistently above the national average for all groups of pupils, including with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning. Nevertheless, leaders are not complacent. Their steadfast focus on attendance means it continues to improve.

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Attendance and behaviour Expected standard

The school is calm and orderly. Pupils arrive happily and settle quickly. Leaders promote a caring approach that combines high expectations with effective support for pupils who need it. Staff typically apply behaviour systems consistently. However, very occasionally, pupils become distracted and staff do not respond sufficiently quickly. Staff make appropriate adjustments for pupils with SEND. These include regular breaks, support from a trusted adult and adapted routines.

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Attendance and behaviour Expected standard

Generally, pupils have positive attitudes to learning. They enjoy the rewards they receive for making positive choices about their behaviour and learning. Bullying is not tolerated. Incidents of unkind behaviour are rare. Staff deal with any such incidents quickly and effectively.

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Curriculum and teaching Expected standard

Leaders have designed a coherent and engaging curriculum. It is sequenced so that pupils build knowledge and skills over time. Leaders have prioritised reading, writing and mathematics to ensure that pupils develop the secure foundations needed for future learning. Pupils are typically well prepared for their next stage of education. Leaders make thoughtful connections between subjects to strengthen pupils' basic knowledge and skills. They check the quality of teaching regularly. This helps to inform ongoing staff training. Leaders ensure that teachers are equipped to make skilful adaptations for pupils with special educational needs and/or disabilities and those who are disadvantaged.

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Curriculum and teaching Expected standard

On the whole, teachers use their subject knowledge effectively. For example, they model and explain new learning carefully. However, occasionally pupils complete activities that do not support them to secure and deepen their learning. As a result, they do not build on previous learning securely. Teachers make regular checks on pupils’ learning. They ensure pupils have frequent opportunities to recall important knowledge and address misconceptions. However, sometimes assessment is not sufficiently precise. Consequently, some pupils continue with gaps in their learning. Others, who have secured their learning and are ready to move onto more complex concepts, do not consistently have the opportunity to do so.

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Inclusion Expected standard

Leaders have a wholly inclusive vision. From the early years, leaders work closely with families. They identify pupils' barriers to learning, attendance and wellbeing and take swift action to address them. Staff ensure that pupils receive the support they need from the moment they arrive at school such as visual timetables and daily check-ins. Pupils with special educational needs and/or disabilities, generally learn the curriculum alongside their peers. Staff know pupils’ starting points and address gaps in their learning. They adapt learning precisely to meet pupils’ individual needs.

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Inclusion Expected standard

Leaders ensure that staff have the expertise they need to provide pupils with consistent levels of support. Staff are deployed thoughtfully to support pupils to achieve their individual objectives. Leaders' make regular checks to ensure support is effective and they make adjustments where needed. Leaders work effectively in partnership with external agencies and families to ensure that support is coordinated and responsive. Leaders use additional funding, such as the pupil premium, to ensure that pupils benefit from high-quality academic and pastoral support. This helps pupils overcome barriers and participate fully in school life. Pupils known, or previously known, to social care receive timely and appropriate support.

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Leadership and governance Expected standard

Leaders put pupils at the centre of their decisions. They understand the school’s context, strengths and prioritise areas for development. Leaders' work has a demonstrable impact. For example, their sustained focus on fostering a love of reading has helped pupils to read with greater understanding and engage with an increasingly broad range of texts. Staff value the support they receive. They speak positively about leaders' consideration of their workload and wellbeing. Leaders ensure all staff benefit from high-quality professional learning programmes and opportunities to collaborate. Consequently, staff develop their expertise over time. They work closely with other schools to develop and share their professional experience.

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Leadership and governance Expected standard

Leaders engage positively with the local community. Parents are overwhelmingly positive about the school. They value leaders’ inclusive and nurturing approach. The trust is knowledgeable about the context of the school and what leaders are doing to improve provision. They carry out statutory duties effectively. They provide support and challenge to assure themselves of the impact of all aspects of the school’s work. Monitoring and quality assurance is thorough. As a result, the trust and leaders are effective in prioritising actions for improvement that have the greatest impact on pupils. The trust holds leaders to account appropriately for the support and provision for the school's most vulnerable pupils. The academy council provides an important contextual local voice. Alongside the trust, it ensures that school provision meets the needs of all pupils and supports them to thrive.

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

Dinton Church of England Primary School is deeply rooted in its local community. Pupils are proud of their school and attend very well. They appreciate the warm relationships they have with their peers and staff. Staff know each individual pupil and their families well. Parents value the school’s nurturing approach. This helps pupils develop a deep sense of belonging. Pupils enjoy learning. They benefit from a rich and engaging curriculum. Pupils, including those who are disadvantaged, with special educational needs and/or disabilities, who are known to social care and those with other barriers to their learning, make positive progress from their starting points. They typically achieve well.

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

Pupils live out the school’s distinctive vision of, ‘Encourage one another and build one another up’. Pupils value everyone as an individual and understand the importance of helping others. They conduct themselves sensibly around school. At social times, pupils play cooperatively together and include others in their games. Pupils enjoy the extensive range of activities available to them. These opportunities promote pupils’ physical activity, social interaction and their overall wellbeing. Bullying is not tolerated. Pupils feel safe and know staff will help them if they have any worries.

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

Pupils benefit from the schools’ extensive enrichment offer. They build a sense of responsibility from being positive members of the school community. Their actions have a positive impact on the experiences of others. For example, pupils take responsibility for selecting and organising fundraising activities. Pupils value the many opportunities available to them beyond the classroom. They participate in a range of clubs, such as netball and craft club. These opportunities help pupils to develop their talents and interests. Pupils visit useful places of interest. For example, pupils visit Tower Bridge in London to deepen their knowledge of design and technology. Pupils benefit from opportunities to consider potential future careers, which raise their aspirations. Leaders promote equitable access to opportunities so that all pupils can participate fully.

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Next steps

Leaders should ensure that assessment is sufficiently precise to identify and address misconceptions promptly and to recognise when pupils have secured learning quickly, so that they can move onto more complex concepts. Leaders should ensure that pupils complete activities that support them to secure and deepen their learning.

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About this inspection

This school is part of Acorn Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Rob Price, and overseen by a board of trustees, chaired by David Middleton.

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

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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 22 September 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?

National average: 268 Inspectors spoke with the headteacher and the wider senior leadership team during the inspection. The lead inspector also spoke with the trust executive headteacher, the trust inclusion lead, the trust Church school flourishing lead, the chair of the board of trustees, the chair of the academy council and other councillors, members of staff, parents, carers and pupils.

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What does this mean?

This school is registered as having a Church of England religious character. It is in the Diocese of Salisbury. Its last section 48 inspection was in January 2019.

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What does this mean?

The school has a small number of children who attend early years. Due to the small numbers, this provision is not reported on separately. Inspectors gathered evidence about the experiences and outcomes of these pupils, and this evidence is included in the inspection findings above.

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What does this mean?

The school currently uses no alternative provision.

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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. National average: 15%

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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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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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.

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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. 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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