Dovedale Community Primary School

What Ofsted said

From the inspection on 18 November 2025

Pupils are proud to be a part of Dovedale Primary. They arrive at school eager to see what the day ahead holds. Pupils are keen to support one another. Wellbeing ambassadors and 'rocket resilience champions' are just two examples of the many opportunities that pupils have to take on leadership roles. Those who are elected to such roles demonstrate high levels of confidence and make a tangible difference to the running of the school. Pupils feel safe. They attend school regularly. Pupils state that bullying is rare but are confident that if an issue arose, staff would sort it out quickly. Pupils behave extremely well during lessons and at social times. They speak enthusiastically about the school being a welcoming place, where they are treated as individuals. This means they can be themselves. The vast array of opportunities on offer to pupils is highly impressive. For example, pupils benefit from time spent in the outdoor forest area, whittling branches, playing in the 'bat cave' and running through the wildflower meadow. They gain greatly from a well-thought-out enrichment programme that builds on the school's curriculum and broadens their horizons. For example, pupils visit museums, places of worship and even have their own 'Dovefest', which is organised by the parent and teacher association. Pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils participate fully in this wider offer. Pupils, including those with SEND and those who face other barriers, rise to meet the high expectations that the school has for their learning and wellbeing. Pupils with SEND, disadvantaged and vulnerable pupils are supported effectively to succeed. Pupils work hard and are keen to learn. As a result, most pupils achieve well in many subjects. They are confident and articulate about their learning.

What the school should improve

• Leaders should continue their work on raising standards of attainment in mathematics for all pupils, so that these are as high as those in reading and writing.
• Leaders should continue to make sure that staff in the early years consistently use effective interaction strategies so that all children, especially those who are disadvantaged, make the progress of which they are capable.

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