George Dixon Primary School

What Ofsted said

From the inspection on 24 February 2026

Pupils do not achieve as well as they should in reading, writing and mathematics. Many pupils have significant gaps in their knowledge that have developed over time. Pupils experience a broad curriculum, although it is not well tailored to their individual needs, particularly where they have gaps in their prior learning. Some pupils with special educational needs and/or disabilities do not receive a high-quality education. Pupils know that the recently appointed leaders have high expectations of what they can achieve. They can see the changes that are starting. Pupils now begin to learn to read as soon as they join the school. Some pupils can show that they understand the recently formed school values of 'excellent, respect, commitment, belonging, integrity and kindness'. They are developing their concentration in lessons. Most challenges or barriers that pupils face are noticed swiftly. Some pupils receive effective pastoral support that helps them to attend school more routinely. However, there are still too many pupils who do not attend regularly enough. Many children join the school part way through a year or key stage. These pupils are welcomed warmly and quickly made to feel part of school life. Pupils are taught about resilience and how to get along with others. They show an acceptance of others. Social times are a positive time of the school day. Bullying is rare and, when it happens, staff make sure that it stops. Pupils trust that staff will help to keep them safe. Pupils enjoy a range of mostly sports-based extra-curricular activities, such as football and cricket clubs. Pupils are taught about how to stay safe online. They learn about some aspects of life in modern Britain, but many remain unsure about British values.

What the school should improve

• Leaders should continue to develop the expertise of staff so that the curriculum across the whole school is delivered as intended, particularly for those pupils who have special educational needs and/or disabilities (SEND).
• Leaders should ensure that suitable adaptations are in place for all pupils who require them, particularly disadvantaged pupils and pupils with SEND.
• Leaders should ensure that gaps in pupils' knowledge and skills are addressed so that they learn the foundational knowledge that they need to make progress over time and achievement improves for all pupil groups, including disadvantaged pupils.
• Leaders should ensure that the whole curriculum, including that for personal development, matches the needs of pupils.
• Leaders should continue to focus on pupils' attendance so that more attend routinely and persistent absence reduces.
• Leaders should ensure that the early years curriculum is implemented as it is set out.

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