Dringhouses Primary School, located in York, North Yorkshire, was inspected on 15 and 16 November 2022. The overall effectiveness of the school was rated as good, reflecting a positive learning environment and effective leadership. The school emphasizes five core character values: confidence, creativity, curiosity, community-mindedness, and collaboration, which are integrated into the curriculum. Pupils are familiar with these values and are recognized for demonstrating them through a system of golden tickets awarded during assemblies. The school fosters attentive listening and respectful discussions among pupils, contributing to a positive atmosphere where relationships between staff and students are strong.
Pupils are aware of the school's behavior expectations and understand the concept of time-outs. They are educated about various forms of bullying, including cyberbullying, and know to report any incidents to trusted adults. The school also teaches pupils about online safety, emphasizing the importance of verifying information and recognizing secure websites. The Dringhouses 50 initiative provides pupils with 50 enriching experiences before they graduate, further enhancing their character development through activities like attending local festivals and learning new languages.
The school has redesigned its curriculum, known as the Dringhouses Discovery Curriculum, which is built on values of leadership, inspiration, and challenge. While the mathematics curriculum is well-structured and ambitious, some subjects, such as history, require further development. Teachers effectively break down curriculum goals into manageable steps, allowing for clear teaching sequences. Reception pupils demonstrate sustained engagement in mathematical activities, indicating a strong foundation in early learning.
However, leaders acknowledge the need to refine certain subjects and enhance the monitoring of curriculum effectiveness. Subject leaders have not had sufficient opportunities to observe lessons, limiting their understanding of their subjects' implementation. In the wider curriculum, leaders are beginning to identify essential knowledge for retention, but this system is still in its early stages and requires further development to inform curriculum adjustments.
The school prioritizes reading, with a dedicated library and a diverse selection of books. Daily reading sessions are conducted, and a new phonics scheme has been introduced to support reading fluency. While some pupils receive daily reading support, there is a lack of dedicated catch-up sessions for those struggling with phonics, which may hinder their progress.
Mental health and well-being are supported through mindfulness practices, and emotional literacy support assistants work with pupils needing additional help. Leadership opportunities are available for pupils, such as buddy systems and responsibilities like being librarians or playground leaders, fostering a sense of community and responsibility.
Governors are actively involved in the school's curriculum review process and hold leaders accountable for educational quality. They engage with the school to understand the progress of pupils, particularly those with special educational needs and disabilities.
The safeguarding arrangements are effective, with leaders identifying local risks and implementing measures to educate pupils about safety. Staff receive annual safeguarding training, but there is a need for regular updates to ensure consistent adherence to procedures. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in curriculum monitoring and safeguarding practices.
