Dinnington Community Primary School, located in Sheffield, South Yorkshire, underwent an inspection on July 2 and 3, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving the same rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. The headteacher, Katie Thompson, leads the school, which is part of the White Woods Primary Academy Trust, overseen by CEO Kate Davies and a board of directors chaired by Phil Marshall.
Pupils at Dinnington Community Primary School report feeling happy and safe. They exhibit tolerance and acceptance towards others, learning about fundamental British values and applying them in their daily lives. The school has a zero-tolerance policy towards bullying, racism, and homophobia. Opportunities for developing leadership skills are available, with pupils participating as school councillors and eco-leaders. The school has made strides in raising expectations for all pupils, including those with special educational needs and disabilities. Despite improvements in the curriculum, there remains a gap in the ambition of what pupils should achieve, leading to underperformance in some areas.
The curriculum has seen enhancements, with leaders organizing various trips and experiences that enrich pupils' learning. These include visits to a zoo, woodlands, and safety talks, as well as a residential trip to Whitby. The school has invested in new libraries and a diverse range of texts to promote reading. However, despite these efforts, pupils struggle to retain knowledge, which affects their progress through the curriculum. The teaching of writing, in particular, has not led to satisfactory outcomes, as pupils do not develop the necessary skills to write effectively across different styles and genres.
The school has made notable improvements in behavior and attendance, with pupils attending more frequently and demonstrating better behavior. The phonics teaching is now secure, with pupils achieving outcomes comparable to their peers nationally. Nevertheless, the school still faces challenges in ensuring that the curriculum is well-implemented across all subjects. There is a need for effective checks to ensure that pupils consistently acquire the knowledge outlined in the new curriculum.
In the early years, children receive a positive start, with staff focusing on teaching sharing and friendship-building. The phonics scheme is well-delivered, and children engage in activities with increasing stamina and focus. Recent improvements have been made in identifying pupils with special educational needs, allowing for better support in lessons. However, the school has not effectively tracked the progress of these pupils from their starting points.
The curriculum aims to broaden pupils' experiences and provide opportunities they might not otherwise have. Initiatives like Check In, Check Up, Check Out help pupils express their feelings and manage their emotions. The school has engaged with external partners to address areas of concern, and the leadership structure has been strengthened with the appointment of an academy improvement board. Overall, while Dinnington Community Primary School has made progress, it still has work to do to ensure that all pupils achieve their potential and that the curriculum is effectively implemented across all subjects. The school is on the right track and has the capacity for further improvement.
