Great Dunham Primary School, located in Norfolk, was inspected on October 1 and 2, 2024. The inspection revealed that the quality of education and the behavior and attitudes of pupils require improvement, while personal development and leadership and management are rated as good. The school is under the leadership of executive headteacher Mark Cuenca-Farrow and is part of the Unity Education Trust, overseen by CEO Glyn Hambling and a board of trustees chaired by Alan Jones.
Pupils at Great Dunham Primary School enjoy a supportive environment characterized by secure relationships with adults, fostering a strong community spirit. They engage positively with their peers, participating in social activities and benefiting from before- and after-school clubs. In lessons, many pupils demonstrate focus and enthusiasm for their work. However, there are instances where opportunities for self-regulation are limited, leading to disruptions and incomplete work. The school has introduced a new ambitious curriculum this academic year, which has been met with positivity from pupils. Nonetheless, some students exhibit gaps in knowledge and understanding, indicating that they are not performing at expected academic levels.
The school has made notable progress in recovering from a period of instability, with effective support from the trust. Governance has identified appropriate priorities, ensuring that pupils receive the necessary learning and support for their next educational stages. Staff are well-supported in delivering the curriculum, with adaptations made for pupils with special educational needs and disabilities. In established subjects like mathematics, teaching is clear, and understanding is accurately assessed, allowing struggling pupils to receive targeted support.
While adults effectively deliver lessons when they are clear about learning objectives, inconsistencies exist in some subjects regarding the clarity of expectations. This can hinder pupils' progress, as activities may not be precisely aligned with their learning needs. The school has implemented successful support for early reading, quickly identifying gaps in phonics knowledge and placing pupils in appropriate teaching groups. Regular monitoring ensures that most pupils catch up and develop necessary reading skills, although further staff development is needed for consistent phonics instruction.
Pupils generally exhibit good behavior, contributing to calm and purposeful lessons. However, inconsistencies in staff expectations can lead to low-level disruptions, causing some learning time to be lost. The school’s provision for personal development is well-structured, preparing pupils for life in modern Britain and fostering respect for diversity. Pupils understand the importance of different perspectives and learn about fundamental British values.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve, the school must ensure that staff are equipped to adapt lessons effectively and provide appropriate support for all pupils. Additionally, high expectations for pupil behavior need to be consistently applied to enhance focus and learning during lessons. The school is committed to addressing these areas for improvement to secure a high-quality education for all its pupils.
