Ofsted conducted a short inspection of Boughton-under-Blean and Dunkirk Primary School on 11 July 2019, following its previous judgment of good in October 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under Mr. Simon Way, has effectively upheld the school's standards, demonstrating a strong moral purpose and commitment to providing opportunities for pupils to develop into well-rounded individuals. The staff team is dedicated and works collaboratively to support all pupils.
Pupils exhibit exemplary attitudes towards learning and each other, with strong relationships between staff and students contributing to the school's success. The school's ethos promotes inclusivity and diversity, fostering a positive environment where pupils feel valued. Parents express overwhelming positivity about the school, highlighting a strong sense of community and belonging.
The leadership team has implemented effective actions to improve the school, particularly in fostering a love of reading. The well-stocked library is central to this initiative, and pupils can articulate their favorite authors and books. Progress in mathematics and writing has improved since the last inspection, with pupils generally achieving well. The school environment is bright and welcoming, with well-organized classrooms and outdoor areas that enhance the learning experience.
Governors are actively involved in ensuring that pupils receive a broad and interesting education, regularly visiting the school to provide effective challenge and support. They also contribute to the success of other schools, demonstrating a commitment to the wider educational community. Safeguarding measures are robust, with a well-trained team ensuring that all arrangements are fit for purpose. The school promotes a culture of safety, teaching pupils about online safety and healthy lifestyles.
The inspection focused on how effectively leaders use additional funding for disadvantaged pupils, the improvement of teaching quality, particularly for pupils with special educational needs and disabilities, and how the curriculum prepares pupils for future education. Support for disadvantaged pupils is well-planned, with staff knowledgeable about individual needs. While many disadvantaged pupils are making better progress, their attainment in reading and writing still lags behind their peers.
Teaching quality has improved, with teachers demonstrating good subject knowledge and effective questioning techniques. Learning is carefully planned to match pupils' abilities, and there is a strong desire among staff for continuous improvement. However, leaders need to identify specific areas for development in teaching practices.
Pupils with special educational needs are well-supported, with clear provision plans and regular reviews. The curriculum offers rich experiences across various subjects, allowing pupils to engage in meaningful learning. For instance, Year 5 pupils explored the historical context of the Battle of Bossenden, developing their understanding while considering moral questions.
Teachers plan lessons to help pupils develop their skills, and there is ongoing work to review the broader curriculum. However, the progression of skills and knowledge is not fully developed, which could enhance pupils' learning experiences. Next steps for the school include ensuring that middle leaders continue to plan progression within the curriculum and that the quality of teaching develops further to enable all pupils, particularly disadvantaged ones, to make strong progress and achieve high standards.
