Dunkirk Primary and Nursery School
Catchment Area, Reviews and Key Information

School Guide Rating

Marlborough Street
3 - 11
Community school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have effectively led substantial changes in the school during the three years since your appointment as headteacher. The school has increased in size by at least one full class per year for the past six years. This growth has been accommodated in a previously closed school building, one mile from the original site. The two deputy headteachers are new to role and the school has very recently appointed a new chair and vice-chair of governors. The senior leadership team structure is effective and enables you to meet the challenges of leading and managing a splitsite school. Senior leaders have an accurate understanding of the school’s strengths and areas for development. The staff response to Ofsted’s online questionnaire shows that leaders have some work to do on improving communication with a minority of staff. Only a small proportion of parents and carers responded to Ofsted’s online questionnaire, Parent View. Of these parents, a minority expressed concerns about bullying and communication with the school. I explored these concerns with you during the inspection. I visited many of the classes on the Highfields Campus and the Abbey Campus with you. All the pupils we saw were behaving well and were fully focused on their work. The large majority of pupils I talked with enjoyed learning at this school and were proud of, and keen for me to see, the work they had completed. The poetry that older pupils wrote to commemorate the centenary of the First World War was vivid and moving. Many pupils start in Dunkirk Primary and Nursery School part-way through a year or a key stage. In addition, many pupils have English as an additional language and some new starters do not speak any English. Leaders have used resources well to ensure that children in the early years and pupils in key stages 1 and 2 can take part in the curriculum as quickly as possible. One example is where staff support individual pupils with little English language and encourage them to participate in all activities and so rapidly increase their knowledge of English. Leaders have a good knowledge of the needs of all pupils at the school. As a result, pupils overcome the barriers they face and make good progress. Governors have a clear understanding of the school’s priorities and how these are being met through the school’s improvement plans. All new governors are provided with appropriate training, through the local authority, to help them hold leaders to account. At the previous inspection, leaders were asked to ensure that teaching is outstanding in every class so that pupils’ progress in English and mathematics is rapid and sustained. Pupils’ progress in reading, writing and mathematics has been consistently in line with the national average. Unvalidated data indicates that this remains the case in reading and writing but suggests that in mathematics progress is above the national average. The school’s own information indicates that the attainment and progress of pupils currently in the school are strong in key stage 1 and 2. The percentage of pupils in key stage 1 who are working at the standard expected of their age is higher this year than it was last year. Pupils’ work in mathematics and writing confirmed that they were being challenged and improving over time. I explored the progress and attainment of boys in writing through key stage 2 as this had been lower than that of girls in past data. You had identified that boys had taken less interest in writing than girls had. You have changed the way the curriculum is taught. Each piece of writing is now based on an interesting activity or focus. Boys in key stage 2 told me that they enjoyed writing because it gave them a chance to express themselves. I saw examples of boys’ and girls’ extended writing that was of a high quality, across key stage 2. The school’s own attainment and progress data matched my observations that boys’ attainment and progress in writing are substantially improved. Leaders were also asked to ensure that pupils practised their number skills and solved problems. You and the leadership team have made changes in the school’s policy for teaching mathematics and have increased the focus on practising number skills and solving problems. Together, we examined pupils’ work across key stages 1 and 2. I saw substantial evidence of pupils consolidating their understanding of numbers and calculations and of solving problems. In addition, leaders were asked to ensure that high expectations, including of pupils’ presentation of work, were adopted consistently in every year group. I looked at children’s work in the early years and pupils’ work across key stages 1 and 2. The presentation was consistently high. Many pupils develop very good handwriting skills early in key stage 1, meeting and surpassing expectations for their age. The large majority of the work I saw was presented well and was appropriately challenging. In the early years, children are working across a wide range of stages. Resources to support learning are appropriately focused and children are given the right level of challenge for their stage of learning. Safeguarding is effective. The leadership team has ensured that all safeguarding systems are thorough and fit for purpose. Concerns were raised during the course of the inspection regarding checks made on volunteers. Leaders had also identified weaknesses in this aspect of the checks in the past and have changed the procedures and recording system. The systems and process for the checks are now thorough. At least five governors and several senior leaders have been trained to ensure safer recruitment. The new chair and vice-chair of the governing body have extensive experience in safeguarding from their professional work and use these skills to support and challenge the school. For example, governors check the single central record on a regular basis to ensure that it complies with statutory requirements. All pupils I spoke with during the course of the inspection said that they feel safe in school. Most parents who responded to Parent View feel that the school keeps their children safe. Some parents expressed concerns about bullying, including through Parent View. I asked leaders and pupils about this and explored the school’s records. Pupils who spoke with me did not report bullying as a concern and were confident that teachers dealt with it effectively. Leaders have maintained detailed records when there have been allegations of bullying. Leaders’ systems and processes for dealing with bullying are appropriate. They have not clearly and effectively communicated these approaches to all parents. A small number of parents are unhappy with leaders’ actions and leaders’ responses to their concerns. Attendance leaders monitor absence closely and take effective action to reduce it. For example, they meet informally with parents and ensure that they are able to provide support when necessary. However, there are genuine reasons why some pupils have been unable to attend school for extended periods. When unavoidable absence is taken into account, the remaining persistent absence is a little lower than the national percentage. I explored leaders’ understanding and knowledge of pupils’ medical needs and how they met them. Leaders have detailed records of all pupils’ medical needs and disabilities. They have detailed and appropriate plans to keep pupils safe. The safeguarding leaders ensure that staff keep accurate and timely records of concerns about pupils and leaders regularly review them. Leaders meet their safeguarding reporting duties thoroughly and communicate effectively with the other agencies, including the appropriate social care teams.

Dunkirk Primary and Nursery School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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All attending pupils
National School Census Data 2020
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How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

01623 433 499

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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