Failing Wearside school is placed in special measures

Dubmire Primary School in Houghton, which has been placed in special measures.

Dubmire Primary School in Houghton, which has been placed in special measures.

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A Wearside primary school has been placed in special measures for failing to make the grade.

Dubmire Primary School fell from being good to requiring improvements following an Ofsted inspection in 2013.

In each key stage, teaching fails to inspire pupils to learn.

Ofsted

But, instead of turning things around, the education watchdogs say the school is now inadequate and have placed it in special measures.

The latest inspection found the school, in Britannia Terrace, Houghton, to be inadequate in all almost every area, apart from the personal development of children, which was found to require improvement.

In their report the inspectors said: “Leaders, including the governing body, have failed to address underperformance in the quality of teaching and the achievement of pupils, identified at the previous inspection.

“Standards reached by pupils are significantly below average in reading, writing and mathematics at the end of each key stage.”

They said the progress of pupils is too weak to enable them to catch up quickly because the quality of teaching, learning and assessment is inadequate.

And, disadvantaged pupils make less progress than other pupils and the gaps are wide and growing.

Inspectors said children start the early learning years with skills broadly typical for their age, however, they do not make the expected progress and are not well prepared for the next stage.

Some of the strengths of the school are that pupils behave well, they are safeguarded effectively and that finances are managed effectively.

However, in their report, the inspectors said: “Pupils’ standards and progress in writing continue to be well short of national expectations. Across the school, rates of progress are not good enough to help pupils to catch up on previous underachievement. This is because leaders have failed to tackle the weaknesses in teaching.

“The school does not promote equality of opportunity effectively. There are significant differences in the progress made by different groups of pupils in each key stage. All groups underachieve.

“The quality of teaching is inadequate. In each key stage, teaching fails to inspire pupils to learn. Expectations for pupils’ learning are much too low both in classes and in the targets set by leaders.

“Dull teaching leads to pupils losing interest and concentration, which in turn leads to low-level disruption.”