Dove CofE Academy

Highlights from Latest Inspection

What is it like to attend this school?

Dove C of E Academy is a small school with a big heart.

The school motto of 'roots to grow and wings to fly' is embraced by all staff, who are committed to helping each pupil to be as successful as they can be.

Throughout the school day, staff take every opportunity to interact positively with pupils. Parents really appreciate this and recognise that it helps their children to settle well in school and to develop confidence and resilience.

Pupils are enthusiastic and behave well in school. This helps them learn the curriculum. In class they listen carefully and try their best.

They are positive about their learning and keen to share their work with v...isitors.

The family feel of the school continues at lunchtime when older pupils help the younger ones with their trays. Pupils play happily together in the playground.

They feel that school is safe and they know they can share any worries with a trusted adult, who will help them.

Pupils benefit from a range of opportunities that enrich the curriculum. These opportunities promote pupils' confidence and sense of responsibility.

For instance, some pupils act as digital leaders or school councillors.

What does the school do well and what does it need to do better?

Over the past few years, the school has seen a number of changes, but there is now stability across the school. The new headteacher is providing clear direction for the school.

Staff speak highly about school and trust leaders, who are providing them with support and development opportunities.

The school has recently refined the curriculum. It is broad and ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

The school have ensured that the curriculum for all subjects is clearly sequenced so that teachers know what to teach and when. Leaders have also recently invested in additional resources to help teachers to deliver the curriculum effectively. The school has a good overview of how well pupils are learning overall.

However, as some subject leaders are still developing in their roles, they do not have a full understanding of how well pupils are learning in their subjects.

The teaching of phonics and reading is a strength of the school. Activities in the early years promote a love of reading.

Staff introduce children to a wide range of stories and rhymes as soon as they start in school. This helps to develop their speech and language. In Reception, daily phonics sessions help children to learn their sounds quickly.

All staff have had training in the teaching of phonics so that they can support pupils effectively with their reading. The books pupils take home are well matched to the phonics sounds they know. Staff quickly identify pupils who need support and put in place focused interventions to help them keep up.

All of this means that most pupils read fluently by the end of key stage 1.

The school has recently strengthened its identification of and provision for pupils with SEND. These are effective.

Staff are quick to note when a child needs extra help. Leaders and teachers work with parents to put suitable plans in place. Staff provide extra support, resources and adapt activities so that all pupils can access the full curriculum.

Pupils behave well in this school. Staff have consistent expectations of behaviour, both in the classroom and beyond. As a result, poor behaviour is infrequent and low-level disruption is rare.

Leaders have ensured that pupils have opportunities for regular check-ins with adults to talk about how they are feeling. Pupils value this.

The school provides some opportunities to help pupils prepare for life in modern Britain.

For example, pupils enjoy whole-school trips to the pantomime, and they learn about different faiths through their religious education lessons. A residential trip in Year 4 helps pupils to work together, build resilience and become confident away from home. However, pupils are less clear about their knowledge of fundamental British values.

Trustees, governors, staff and parents are part of a close and caring community. They are united in wanting the best for all the pupils. Leaders at all levels have a shared strategic vision.

They know the school well and understand what needs working on to improve it further. Staff know that leaders consider their workload and do not add to it unnecessarily.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The evaluation and monitoring of some subjects is still at an early stage. As a result, subject leaders do not always have a full understanding of how well pupils learn in these subjects. The school should continue to develop the expertise and capacity of subject leaders to evaluate the effectiveness and impact of the curriculum.

• Teachers have not been explicit enough in enabling pupils to have a deep understanding of fundamental British values. Therefore, some pupils do not fully understand them. The school should ensure that pupils consistently have a deep understanding and knowledge of fundamental British values.

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