Dover St Mary’s Church of England Primary School, located in Kent, underwent an inspection on November 15 and 16, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were similarly rated as Requires Improvement. The school had previously been graded as Good in its last inspection in March 2017.
Pupils at the school experience a calm and nurturing environment where they feel happy and cared for. The school promotes values such as peace, friendship, respect, trust, and perseverance, which are integrated into collective worship, lessons, and daily interactions. This approach fosters a supportive atmosphere where pupils feel safe and secure, knowing that staff are available to help with any concerns. The relationships between pupils and staff are positive, and pupils take pride in their leadership roles within the school community.
While leaders have set high expectations for behaviour and do not tolerate bullying, there are areas that require further development. Recent improvements in mathematics have been noted, but there is still work to be done to enhance the teaching of reading. Leaders are aware of the barriers some pupils face and have implemented a reading programme for those in Reception. However, staff training has not yet achieved the desired impact, leading to some pupils not receiving the necessary support to develop their reading skills effectively.
In mathematics, staff demonstrate strong subject knowledge, and the curriculum is well-structured to support pupils' learning. Reception children begin learning basic numeracy as soon as they start school, and the activities provided are closely aligned with their learning needs. However, there is a need for more consistent focus on knowledge across other areas of learning to enhance pupils' understanding of the world around them.
Leaders have made positive strides in improving the curriculum beyond reading and mathematics, particularly in design technology and personal, social, and health education. Pupils value these lessons and appreciate the knowledge gained about health and safety. Adaptations for pupils with special educational needs and disabilities, as well as those who speak English as an additional language, are varied, and efforts are being made to ensure all pupils receive timely support.
The school offers a range of community-linked activities, aiming to provide diverse experiences for all pupils, especially those who are disadvantaged. Behaviour management policies are implemented consistently, leading to calm lessons where pupils are eager to learn. Governors are committed to the school's development but need to enhance their accountability and understanding of the school's strengths and areas for improvement.
Safeguarding arrangements are effective, with staff trained to recognize and report concerns promptly. However, there are minor weaknesses in the documentation of actions taken following safeguarding incidents, which leaders acknowledge and are working to improve.
To enhance the school's effectiveness, leaders must ensure that the reading programme has a stronger impact, providing all pupils with access to phonically decodable books that match their learning needs. Additionally, purposeful opportunities for Reception children to practice and broaden their knowledge across all areas of learning must be established. Attendance improvement efforts need to be timely and effective, and governors should provide suitable challenges to ensure leaders are held accountable for the school's progress. Finally, safeguarding records require more detailed documentation to clarify actions taken in response to incidents.
