Dee Point Primary School

What Ofsted said

From the inspection on 6 May 2026

Pupils at Dee Point are proud of their school. They arrive each day eager to learn and feel welcomed by staff. Staff take the time to get to know pupils and their families well. Pupils reflect the school's high standards in their conduct. They behave very well in lessons and as they move around the school. At lunchtime, pupils demonstrate excellent table manners. Pupils enjoy learning. They benefit from the school’s new curriculums. Consequently, younger pupils achieve well, including those in the early years. However, by the end of Year 6, some pupils do not achieve as well as they should in reading, writing and mathematics. This means that, while many of these pupils make progress from their starting points, some are not fully prepared for the move to secondary school. In addition, some pupils do not attend school as often as they could. Pupils feel safe and well cared for. They trust staff and know whom to speak to if they have a concern. Staff do not tolerate bullying or unkind behaviour. When incidents occur, staff deal with them quickly and effectively. Pupils learn to reflect on their mistakes and understand how to make better choices. Pupils benefit from a wide range of enrichment activities. After-school clubs, such as football, choir, running and cooking, are popular. Pupils are pleased to represent the school in sports including dodgeball, basketball and tennis. The girls’ football team has enjoyed recent success. Pupils enjoy the school's extensive grounds. They delight in harvesting the many fruits and vegetables that are grown in the school garden. Every year, each class from Reception to Year 6 looks forward to their overnight camp. A particular highlight is to gather around the campfire with their friends to toast marshmallows and sing songs. These experiences create lasting memories.

What the school should improve

• Leaders should swiftly address identified barriers to attendance to ensure that pupils attend regularly, including those who are disadvantaged and those with special educational needs and/or disabilities.
• Leaders should address gaps in learning caused by the previous weaker curriculum. This is particularly important for disadvantaged pupils so that all pupils achieve well by the end of key stage 2 in reading, writing and mathematics.
• Leaders should refine and strengthen the recently implemented curriculum in early years so that it improves outcomes for children, particularly for those with lower starting points.

Read the full Ofsted report (opens in a new tab)