This website is no longer updated.
Please visit our new website at:
www.dunkirkprimary.com
to get the latest news and info.
Please visit our new website at:
www.dunkirkprimary.com
to get the latest news and info.
STANDARDS AND PROGRESS
The school’s main aim is to continue to raise standards and ensure all pupils achieve their best. The school is committed to improving the quality of learning and teaching.
Ofsted (May 2012) stated:
“As pupils move through the school, they make outstanding progress and almost all reach at least the expected levels for their age in reading, writing and mathematics by Year 6.”
We are delighted with our 2012 and 2013 results which have been the best ever for children at Dunkirk!! Over the past two years our Y6 cohorts have some high attaining pupils but there are also a significant number who are borderline and all work extremely hard to achieve their best. We are able to stretch the most able, several of whom attained level 6 whilst also providing booster opportunities for those borderline pupils, most of whom achieved level 4.
We always track the progress of our children very carefully. This ensures that we know who is making progress, who needs extending with their learning and if any children need additional support. Teachers are continually observing and recording children’s progress and we have regular meetings to discuss children’s attainment and progress. In addition, we have in-school and national tests to measure how well our children have achieved. We use the outcomes of all these different types of ‘assessment’ to plan each child’s next stage in learning.
We also encourage our children to self-assess and work with a partner to peer assess. This is so that our children have ownership of their learning journey and know what their targets are and how they can achieve them.
Ofsted (May 2012) stated:
“As pupils move through the school, they make outstanding progress and almost all reach at least the expected levels for their age in reading, writing and mathematics by Year 6.”
We are delighted with our 2012 and 2013 results which have been the best ever for children at Dunkirk!! Over the past two years our Y6 cohorts have some high attaining pupils but there are also a significant number who are borderline and all work extremely hard to achieve their best. We are able to stretch the most able, several of whom attained level 6 whilst also providing booster opportunities for those borderline pupils, most of whom achieved level 4.
We always track the progress of our children very carefully. This ensures that we know who is making progress, who needs extending with their learning and if any children need additional support. Teachers are continually observing and recording children’s progress and we have regular meetings to discuss children’s attainment and progress. In addition, we have in-school and national tests to measure how well our children have achieved. We use the outcomes of all these different types of ‘assessment’ to plan each child’s next stage in learning.
We also encourage our children to self-assess and work with a partner to peer assess. This is so that our children have ownership of their learning journey and know what their targets are and how they can achieve them.
To access the school’s performance tables, please go to www.education.gov.uk/schools/performancePlease enter the school’s postcode “NG7 2LE” click “search” tick/select “Dunkirk Primary and Nursery School”
· “Teaching is outstanding and makes a significant contribution to pupils’ exceptional rates of progress. The staff are very successful in enthusing pupils and raising standards despite the very high turnover of pupils, many of whom speak English as a second language. Lessons are conducted at a brisk pace and are interesting and challenging for all groups of pupils.” Ofsted 2012.
· “The outstanding learning of the overwhelming majority of pupils in lessons was evident throughout the school. Pupils are keen to do their best, work productively and enjoy the varied learning tasks. Excellent systems for assessing and tracking pupils’ academic progress enable underperformance to be identified and tackled at an early stage.” Ofsted 2012.
· Creative approaches to learning and the creative curriculum – assessed as a national “School of Creativity” 2008. The impact of our work within the Creative Partnerships programme has been considerable and has included research into creative approaches to raise achievement and standards. “The outstanding curriculum inspires pupils to learn and fully supports the exceptional progress that they make.” Ofsted 2008.
· Community cohesion – evidence of our success in breaking down negative stereotyping within the local community by planning for a global dimension and international perspectives in all areas of the curriculum and in all aspects of the life and work of the school. “The impact of the school’s commitment to promoting equality of opportunity is seen in the equally good progress made by all groups of pupils. Discrimination in any form is not tolerated.” Ofsted 2012.
· “Pupils behave exceptionally well and feel very safe in school. They are polite and cooperate well with their classmates and adults. Pupils make rapid progress in their personal and academic development because they are given the self confidence to set ambitious goals and persevere to achieve them.” Ofsted 2012
· Integration of new pupils – “Pupils contribute much to the harmonious and supportive nature of the school community through their excellent attitudes and behaviour. This is a considerable aid to pupils joining the school at different times; they quickly absorb the school values and codes of behaviour.” Ofsted 2012.
· Effective delivery of a global and international curriculum which is supported by unique, flourishing and highly innovative links with The Lahore Lyceum in Pakistan and 4 schools in Europe under a new linking opportunity called Comenius. Our link schools are in Finland, Norway, Italy and Spain.
· Inclusion is embedded in the school’s ethos and practice and the school is fully adapted for disabled children. Children from ethnic minorities, particularly EAL children, make consistently outstanding progress and receive in-class support, with all staff highly trained in the use of appropriate strategies. Provision and progress of SEN children is excellent.
· Provision in the range of and achievement in sporting activities is considerable, especially given the small size of the school. The school provides a wide range of out of hours sporting activities and is part of the CLP School Sports Programme.
· “The outstanding learning of the overwhelming majority of pupils in lessons was evident throughout the school. Pupils are keen to do their best, work productively and enjoy the varied learning tasks. Excellent systems for assessing and tracking pupils’ academic progress enable underperformance to be identified and tackled at an early stage.” Ofsted 2012.
· Creative approaches to learning and the creative curriculum – assessed as a national “School of Creativity” 2008. The impact of our work within the Creative Partnerships programme has been considerable and has included research into creative approaches to raise achievement and standards. “The outstanding curriculum inspires pupils to learn and fully supports the exceptional progress that they make.” Ofsted 2008.
· Community cohesion – evidence of our success in breaking down negative stereotyping within the local community by planning for a global dimension and international perspectives in all areas of the curriculum and in all aspects of the life and work of the school. “The impact of the school’s commitment to promoting equality of opportunity is seen in the equally good progress made by all groups of pupils. Discrimination in any form is not tolerated.” Ofsted 2012.
· “Pupils behave exceptionally well and feel very safe in school. They are polite and cooperate well with their classmates and adults. Pupils make rapid progress in their personal and academic development because they are given the self confidence to set ambitious goals and persevere to achieve them.” Ofsted 2012
· Integration of new pupils – “Pupils contribute much to the harmonious and supportive nature of the school community through their excellent attitudes and behaviour. This is a considerable aid to pupils joining the school at different times; they quickly absorb the school values and codes of behaviour.” Ofsted 2012.
· Effective delivery of a global and international curriculum which is supported by unique, flourishing and highly innovative links with The Lahore Lyceum in Pakistan and 4 schools in Europe under a new linking opportunity called Comenius. Our link schools are in Finland, Norway, Italy and Spain.
· Inclusion is embedded in the school’s ethos and practice and the school is fully adapted for disabled children. Children from ethnic minorities, particularly EAL children, make consistently outstanding progress and receive in-class support, with all staff highly trained in the use of appropriate strategies. Provision and progress of SEN children is excellent.
· Provision in the range of and achievement in sporting activities is considerable, especially given the small size of the school. The school provides a wide range of out of hours sporting activities and is part of the CLP School Sports Programme.