Dauntsey Academy Primary School Closed - academy converter July 31, 2013
phone: 01380 *** ***
headteacher: Mr Robert Lakin
Primary — Voluntary Aided School
- Education phase
- Religious character
- Establishment type
- Voluntary Aided School
- Establishment #
- Close date
- July 31, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 400598, Northing: 153684
- GPS coordinates
- Latitude: 51.282, Longitude: -1.9928
- Accepting pupils
- 4—11 years old
- Ofsted last inspection
- Jan. 11, 2012
- Region › Const. › Ward
- South West › Devizes › The Lavingtons and Erlestoke
- Village - less sparse
- Dauntsey Academy Primary School SN104HY (180 pupils)
- 0.3 miles Lavington School SN104EB
- 0.3 miles Lavington School SN104EB (702 pupils)
- 0.4 miles Dauntsey's School SN104HE (787 pupils)
- 0.9 miles St Barnabas Church of England School, Market Lavington SN104NT (68 pupils)
- 1.6 mile The Holy Trinity Church of England Voluntary Aided School, Great Cheverell SN105TL
- 1.6 mile The Holy Trinity Church of England Primary Academy SN105TL (149 pupils)
- 2.8 miles Urchfont Church of England Primary School SN104RA (102 pupils)
- 2.8 miles Urchfont Manor College SN104RG
- 3.1 miles Potterne Church of England Voluntary Controlled Primary School SN105NZ
- 3.2 miles Worton and Marston Primary School SN105SE
- 3.3 miles Five Lanes Primary School SN105NZ (105 pupils)
- 3.7 miles The Mill School SN105TE
- 3.9 miles St Thomas A Becket Church of England Aided Primary School SP34RZ (57 pupils)
- 4 miles Downland School SN105EF (68 pupils)
- 4.2 miles Wansdyke Community School SN105EF
- 4.2 miles Wansdyke Community School SN105EF (228 pupils)
- 4.5 miles Southbroom CofE Junior School SN103AH
- 4.5 miles Southbroom St James Church Academy SN103AH (196 pupils)
- 4.6 miles Southbroom Infants' School SN105AA (161 pupils)
- 4.6 miles Edington School BA134PG
- 4.7 miles Devizes School SN103AG
- 4.7 miles Devizes School SN103AG (1103 pupils)
- 4.8 miles Chirton Church of England Voluntary Controlled Primary School SN103QS (29 pupils)
|Inspection date(s)||11-12 January 2012|
Dauntsey's (Aided) Primary School
|Unique reference number||126418|
|Inspection dates||11–12 January 2012|
|Lead inspector||Janet Dinsmore|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||153|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||23 May 2007|
|Telephone number||01380 813373|
|Fax number||01380 816351|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Janet Dinsmore||additional inspector|
|Philip Scull||additional inspector|
This inspection was carried out with two days' notice. Inspectors took account of the
responses to the on-line questionnaire (Parent View) in planning the inspection. The
team observed 12 lessons taught by eight teachers. Meetings were held with staff,
groups of pupils, and governors. Inspectors observed the school’s work, and looked
at school documentation, including school development plans, monitoring of
teaching, incident logs, minutes of governing body meetings and reports from
external monitoring visits. Questionnaires were received from 104 parents and carers
and these were analysed alongside those from pupils and staff.
Information about the school
Dauntsey’s is a smaller-than-average primary school serving a largely rural area. A
new headteacher started in September 2009. The proportion of pupils known to be
eligible for free school meals is slightly lower than average. Almost all pupils are of
White British heritage. The proportion of pupils who are disabled and those who
have special educational needs is average. The school meets the current government
floor standards, which set the minimum expectations for pupils’ attainment and
progress by the end of Key Stage 2. The school has the Basic Skills award. There is
pre-school provision, not managed by the governing body, on site, which is subject
to a separate inspection.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school.
- Pupils’ attainment is above average in English and mathematics when they
leave, preparing them well for the next stage in their education.
- Pupils are known very well as individuals and the high quality relationships at all
levels contribute to the school being a happy, friendly place.
- Parents value the work of the school highly, particularly the teachers’ care and
knowledge of their children.
- Teachers ensure that pupils make good progress by accurately assessing their
skills in reading, writing and mathematics.
- Pupils enjoy school, and are articulate about how they learn, saying ‘teachers
make learning fun’.
- Pupils have a good understanding of safety and know how to stay safe when
using the internet.
- Pupils behave well in lessons and say that rare incidents of poor behaviour are
dealt with effectively by teachers.
- The headteacher has led improvements to teaching and the development of a
skills-based curriculum; his enthusiasm and drive are appreciated by pupils,
parents and carers, staff and governors.
- Teaching is good overall and in the majority of lessons pupils are motivated and
all groups work at a good pace. In a few lessons, the pace is not as brisk, and
occasionally there is scope for increasing the level of challenge and ensuring
that pupils have a clear idea of what they need to do to succeed.
- Pupils have good moral, spiritual and social understanding but their experience
and understanding of other cultures in modern Britain and the global
community is weaker.
- The curriculum provides good opportunities for pupils to develop and use skills
in a range of subjects and cross-curricular planning is well established so that
learning is relevant, fun and meaningful for pupils.
- Governors are experienced and have a good range of skills. They provide good
support and challenge to the development of the school.
What does the school need to do to improve further?
- Improve teaching so that all lessons are good or outstanding by:
ensuring a brisk pace of learning and appropriate challenge for all groups
defining clear success criteria for activities so pupils know how to improve
- Improve pupils’ awareness of a wider range of communities and cultures in
modern Britain and the global community.
Achievement of pupils
Achievement is good. Pupils enter the school with a broad range of skills, some of
which are below the levels typically expected for their age. Each cohort has a wide
range of abilities and individual characteristics. Adults’ good knowledge of individuals
and their learning needs ensures pupils make good progress from their starting
points. Overall, progress is good in the Early Years Foundation Stage, and pupils
make expected progress in writing and good progress in reading and mathematics
during Key Stage 1. Pupils make good progress during Key Stage 2 and at the end of
Year 6 attainment is significantly above average in English and mathematics, with
the majority of pupils reaching the higher level 5. Some groups of pupils make
outstanding progress; for example, some who achieved the standards expected for
their age at Key Stage 1 in mathematics achieved a level 5 at Key Stage 2. Disabled
pupils and those with special educational needs make good progress because of their
focused individual targets and the well-trained teaching assistants who ensure they
are well supported in their learning. Suitable adaptations to the environment for
those with physical impairments are used well.
During the last academic year a few children made satisfactory, rather than good,
progress in communication, language and literacy in the Early Years Foundation
Stage and did not achieve the skills expected for their age. The school has made
well-focused changes to this provision and children now make good progress in this
area. Pupils in Year 1 are now also making accelerated progress, particularly in
reading. Pupils are now on track to exceed expected attainment in reading at the end
of Key Stages 1 and 2 as they did in 2011.
In lessons, pupils apply their skills well to a good range of planned tasks that are well
matched to their ability; for example, in mathematics they enjoyed applying their
knowledge to challenging word problems. They work well in pairs and groups
supporting their learning and progress with well-focused conversations in response to
questions. All parents report that their children are making good progress at school
and inspection evidence endorses this view.
Quality of teaching
Teaching is good and pupils engage well with learning in lessons. Teachers use a
good variety of well-prepared resources and visual stimuli to support learning. The
well-planned curriculum provides good opportunities for teachers to develop a range
of pupils’ skills and link these well across different subjects, so motivating pupils. For
example, the ‘Journeys’ topic included using visual images to help pupils use their
imagination very effectively when describing jet aircraft or generating patterns
resembling tyre tracks in clay. The ‘Victorians’ topic, taught throughout Key Stage 2,
resulted in imaginative work about children’s experiences in Victorian workhouses
being used to generate dialogue in literacy and to discuss rights, needs and
responsibilities in personal, social and health education. Pupils showed sensitivity and
awareness of spiritual and moral issues in questioning ‘William Booth’ in role play; in
another lesson, the teacher challenged gender stereotyping in pupils’ interpretation
of language as they were experimenting in changing the vocabulary of the poem
by Lewis Carroll. There are examples in the majority of lessons, as well
as in class and whole school assemblies, to show how pupils’ spiritual, moral and
social understanding is extended; however, there are limited opportunities for pupils
to extend their understanding of cultures represented in other parts of modern
Britain and the wider global community.
Children in the Reception class had good opportunities to build roundabouts outside
and explore differences between characters. They acquire good knowledge of the
sounds letters represent. Letter-sound correspondence is well taught in Key Stage 1
using visual, oral and kinaesthetic approaches, enabling pupils to make good
progress with their reading. Reading activities are well planned and parents know
how to support their children’s reading at home. In most lessons, learning is well
paced, there are high expectations of all groups of pupils and the teacher modifies
planned tasks or clears up misconceptions quickly, so that pupils make good
progress. Marking gives pupils a guide to the next steps in their learning and pupils
also have opportunities to review their own work and that of their peers.
Occasionally, there are minor inconsistencies in teachers’ application of the marking
guidance. In the few lessons that are no better than satisfactory, pace slows and
pupils become less engaged with learning. In addition, not all activities have well-
defined success criteria so that pupils know exactly what they need to do in each
Teachers use a range of assessment tools accurately to monitor pupils’ progress in
reading, writing and mathematics and this results in teaching that is well focused to
maintain good progress, particularly in reading at Key Stage 1. All parents and carers
say that teaching is good; they comment that teachers know their children very well
and that relationships at the school are of high quality. Inspection evidence supports
Behaviour and safety of pupils
Inspection evidence confirms that the good behaviour seen during the inspection is
typical of behaviour over time. Pupils are courteous and relationships are strong;
pupils say that teachers are ‘strict when they need to be’. Attendance is above
average and is monitored effectively. Pupils feel safe and understand that adults are
there to help them stay safe. They have a good understanding of internet safety.
There are a few reported incidents of disruptive behaviour and minor bullying; a
small minority of pupils and a few parents and carers report that lessons are
sometimes disrupted by poor behaviour. Such incidents are dealt with effectively by
teachers and the headteacher. Almost all parents and carers agree that behaviour is
good at the school. Pupils understand clearly about different types of bullying and a
very large majority agree that the school deals with any incidents well.
Leadership and management
The headteacher has successfully implemented improvements to teaching and the
curriculum by ensuring a good programme of professional development to improve
teachers’ skills. This has involved staff meetings, training sessions, mentoring and
peer coaching of individuals. Recent initiatives introducing ‘Power of Learning Gems’
have resulted in pupils, teachers and parents and carers gaining a greater
understanding of how pupils learn. Parents and carers commented on how this had
helped their child attempt new skills and gain in confidence. Also, parents and carers
valued the actions taken to encourage reading. These initiatives, combined with a
sustained focus on improvements to teaching, are already starting to have an impact
on raising achievement further.
The curriculum is good. It is broad and balanced, covering all aspects of the National
Curriculum, and there are good links between subjects, especially history and
science. Parents, carers and pupils appreciate the wide range of extra-curricular
activities that are provided and the use of facilities at the neighbouring independent
and community secondary schools. These partnerships enhance the experience for
pupils, particularly through sports coaching. The school has good capacity for further
improvement, exemplified by the improvements made since the last inspection and
the quality of its self-evaluation.
Spiritual, moral, social and cultural development is good. Moral and social
development has particular strengths, shown by pupils’ good knowledge and
awareness of injustice and positive relationships at all levels. Safeguarding
arrangements are good. Staff are well trained in child protection, and site security
and signing in procedures are good. The governing body exercises its responsibilities
for safeguarding well by visiting the school regularly. Necessary checks are carried
out and the record of these is well kept. The governing body is fully involved in the
monitoring of the school’s progress; visiting, evaluating its own development and
ensuring a good range of skills are available to the school. Leaders and managers at
all levels ensure that equality is promoted and they tackle discrimination well;
parents and carers comment that the school is ‘like a family’. Almost all parents and
carers would recommend the school to another parent and say the headteacher is
‘exceptional’. This indicates that the schools engagement with parents and carers is
outstanding and they are extremely confident in the school’s ability to provide a good
standard of education.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance: the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour: how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety: how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
13 January 2012
Inspection of Dauntsey's (Aided) Primary School, Devizes SN10 4HY
Thank you for making us so welcome when we visited your school. Thank you for
talking to us and telling us about all that you learn and what school is like.
You behave well and have very good relationships with each other and all the staff
so that school is a happy, friendly place. You said you feel safe and adults help you.
We agree with you and your parents that teaching is good at your school. You all
make good progress and do very well in English and mathematics by the time you
leave in Year 6.
Teachers make learning fun through interesting topics which you enjoy. You have
lots of clubs and good opportunities to do sport.
At the moment you don’t have many opportunities to learn about people living in
other parts of Britain and the world and we have asked your teachers to improve
In most lessons you enjoy the activities but sometimes the work is not challenging
enough for some of you and you don’t always know exactly what you need to do to
complete the task well. We have suggested that the staff work to change this and we
know that you will continue to work hard, enjoying what you do.
You and your parents really appreciate the work that all staff, with the headteacher,
do at the school to make it such a friendly, caring place and we hope that it will
continue to improve.