St Dunstan’s Catholic Primary School, Woking

About St Dunstan’s Catholic Primary School, Woking Browse Features

St Dunstan’s Catholic Primary School, Woking


Name St Dunstan’s Catholic Primary School, Woking
Website http://www.stdunstans.surrey.sch.uk
Inspections
Ofsted Inspections
Address Onslow Crescent, Woking, GU22 7AX
Phone Number 01483715190
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 630 (51.7% boys 48.3% girls)
Number of Pupils per Teacher 22.3
Local Authority Surrey
Percentage Free School Meals 3.3%
Percentage English is Not First Language 44.8%
Persistent Absence 1.3%
Pupils with SEN Support 11.6%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to this multi-cultural and welcoming school. The high attendance figures reflect this. The quality of provision that pupils receive is exceptional.

Pupils relish the interesting opportunities the school provides. They understand the high standards expected in all areas of school life and rise to these confidently. Staff are extremely ambitious for pupils, including those who are disadvantaged or who have special educational needs and/or disabilities (SEND).

Everyone works together as part of this happy and compassionate Catholic community.

The school’s motto, ‘faith, love and excellence’, is coupled with an inspiring curriculum. This ensures that pupils learn in an environment where they can thrive and flourish.

Leaders provide excellent opportunities for pupils to develop their interests and discover new things. There is something for everyone. For instance, all pupils play four musical instruments, take part in an extensive range of sports, learn to draw in the style of Picasso and debate ‘big ideas’ such as, ‘What is unconditional love?’

Pupils’ behaviour is exemplary in lessons, when moving about the school and during playtimes.

Pupils and staff do not accept any form of bullying or unkindness. Pupils feel safe and are looked after well. They say, ‘You are never too far from an adult who will help.



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

Leaders bring their aspirational vision to life. This is to provide pupils with an excellent education, so they can apply what they learn as ‘a force for good’. This vision is understood by staff and implemented with skill and conviction.

By the end of key stage 2, pupils achieve outcomes that are above national averages.

The school’s curriculum, including in early years, has been very carefully crafted. Leaders have thoughtfully considered what pupils need to know and in what order it should be taught.

Teachers carefully plan how learning fits into a series of lessons, so pupils can develop their knowledge and skills successfully. The school’s comprehensive ‘learning guide’ ensures that the highest standards are consistently maintained throughout the school. Teachers and support staff are well trained so that they have the skills to support every pupil whatever their ability.

There is considerable expertise within the school. Leaders and staff are highly reflective and are constantly looking at ways to further refine the curriculum for the benefit of all pupils.

Children get off to a strong start in early years.

They sustain high levels of concentration and are deeply engaged in their play activities. Skilled teachers and support staff ensure that essential knowledge about numbers and letters is embedded. No opportunity for learning is missed.

For instance, during the inspection, children counted the chicks that had hatched from their numbered eggs.Children confidently chanted out loud the votes for what book they wanted the teacher to read.

Leaders ensure that reading is at the heart of the curriculum.

They make sure that all pupils learn to read as soon as possible. Staff are skilled in the teaching of phonics because they are well trained. Almost all pupils can read fluently by the end of Year 2 despite many starting in Reception with little or no English.

Pupils accurately apply their phonics knowledge in reading books that are well matched to their capabilities. As pupils move up to key stage 2, their love of reading continues. The curriculum includes rich and challenging texts as well as thoughtfully chosen picture books.

These inspire pupils to read and serve to rapidly develop their vocabulary. The school’s well-stocked and vibrant library is used extensively during and after the school day.

Leaders are determined to develop the ‘human wholeness’ of every pupil.

The school’s religious ethos is deep-rooted and forms the basis for pupils to understand how they can contribute to the world in a positive way. For example, leaders want pupils to be able to use their scientific knowledge to consider how they might tackle climate change. Through discussions and assemblies, staff promote and model the importance of caring for others, showing respect and making good choices.

Pupils are proud of their school. They behave impeccably not only at school but also when they are ‘out and about’. Pupils are excited by the extensive opportunities provided for them.

All pupils, including disadvantaged pupils and pupils with SEND, take part in a rich range of activities, such as public speaking, sports clubs, charity work or a visit to the Houses of Parliament to better understand how democracy works.

The school is a close-knit community with strong links to the nearby church. Parents and carers are overwhelmingly positive about the school.

Governors know the school extremely well. They are committed and see themselves as ‘guardians’ of the school vision. They work strategically with school leaders to ensure that funding is used wisely.

There is a strong feeling of camaraderie across the school. Staff feel valued and say they are ‘invested in’ by leaders. They appreciate leaders’ careful attention to their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

The designated safeguarding leader and members of the team are highly trained. They work collaboratively together.

They are tenacious in their work and liaise closely with external agencies to ensure that families and pupils receive the support they need. Leaders work closely with parents so that everyone helps pupils stay safe online.

Leaders are alert to the risks pupils may face, and provide staff with effective training.

Staff know what to do if they have a concern. Leaders make sure that appropriate checks are undertaken on all adults. Some refinements would ensure that records are strengthened even further.