St Dunstan’s RC Primary School in Moston, Manchester, has been recognized as a good school following its inspection on March 10-11, 2020. The school is characterized by a vibrant and culturally diverse environment where pupils enjoy learning and socializing. Parents and carers appreciate the warm and caring atmosphere fostered by the staff. Pupils feel safe and report that any instances of bullying are addressed promptly by the staff. The students are described as curious, cooperative, and well-behaved, taking pride in their work and engaging actively in lessons that teachers make interesting.
The school has high expectations for pupil behavior and achievement, which contributes to strong performance across a variety of subjects. Pupils are involved in fundraising for local and international charities, showcasing their leadership skills through roles such as school council members. They have a passion for sports and physical activities, participating in swimming, basketball, football, boxing, and cross-country, as well as clubs for tennis, skateboarding, and robotics. Educational trips to museums, libraries, and theaters enhance their learning experiences, while music is also a significant part of school life, with pupils enjoying playing percussion instruments like steel pans and ukuleles.
The curriculum is designed with Christian values at its core, aiming to develop pupils into caring and productive community members. The well-structured curriculum ensures that teachers are clear about what pupils need to learn and in what sequence, leading to improved retention of knowledge over time. For instance, in design and technology, pupils demonstrate a strong understanding of concepts such as building structures that can withstand heavy weights. However, there are areas for improvement, particularly in geography, where some pupils struggle to recall key information about rivers and mountain ranges in the UK.
Recent data indicates a decline in Year 6 pupils' achievements in writing and mathematics, with reading scores particularly low. Although there have been initiatives to enhance phonics and reading, progress in reading across Key Stage 2 is not as strong as desired. Some pupils do not read widely enough and lack exposure to various authors and genres. The school is working to address these issues by promoting reading more effectively and ensuring that the curriculum introduces older pupils to a broader range of literature.
Pupils with special educational needs and disabilities (SEND) are making progress comparable to their peers, thanks to a tailored curriculum and well-trained teaching assistants. In the early years, children begin learning phonics in nursery, where they engage in creative activities that foster their development. Staff maintain high expectations and build strong relationships with the children, making learning enjoyable.
Pupils exhibit good behavior in class and throughout the school, and leaders have successfully enhanced their personal development. Older pupils take on responsibilities, such as caring for younger peers during break times. Staff feel valued and supported, with newly qualified teachers benefiting from mentoring that improves their teaching practice.
The school has effective safeguarding arrangements in place, with trained leaders and vigilant staff who are aware of the signs of neglect or abuse. They ensure that all adults working in the school are suitable to do so and teach pupils how to keep themselves safe, including online safety.
To improve further, the school needs to ensure that the curriculum is effectively sequenced across all subjects and that reading is promoted more vigorously to foster a love of literature among pupils. Addressing these areas will help enhance the overall educational experience and outcomes for all students.
