Dallimore Primary & Nursery School Review 2026: Strong KS2 outcomes with a sizeable early years offer

Purpose-built early years provision from age two, a clear set of values that pupils are expected to live by, and Key Stage 2 outcomes that sit above England averages, this is a state primary that tends to appeal to families who want both academic structure and practical wraparound. The latest Ofsted inspection (September 2023) judged the school Good, with Good grades across quality of education, behaviour and attitudes, personal development, leadership and management, and early years.

Leadership changed recently. Mr M Gotheridge is the current headteacher; government records list his headteacher role starting 01 July 2025, and the school website also names him as headteacher.

For families weighing options in Kirk Hallam and the wider Ilkeston area, the headline is that KS2 attainment in 2024 is strong, and admissions look competitive for a one-and-a-half form entry intake (45 places per year group).

The school’s public-facing language puts values and personal development front and centre. The homepage lists a set of behaviours and attitudes that staff clearly want pupils to internalise, including sportsmanship, tolerance, respect, friendship, and honesty and helpfulness.

The most recent inspection paints a calm and orderly learning culture, with respectful relationships and pupils who feel safe; it also highlights pupil leadership roles such as class ambassadors and play leaders. That matters for day-to-day experience, because in a primary context leadership roles often signal how well routines run at breaktimes, how confident pupils are about speaking up, and how consistently staff reinforce expectations.

Early years is a prominent part of the school’s identity rather than an add-on. There is a two-year-old unit (Ladybirds) with a dedicated room, and staffing is described in early years terms, with a room leader and support staff. Children can start the two-year-old provision in the term after their second birthday. The admissions pages also make it clear that nursery places are managed by the school (separately from Reception entry, which is coordinated by the local authority).

Leadership continuity inside the organisation is a theme. The governors’ page describes Mr Gotheridge as having worked at the school for close to a decade and previously serving as deputy headteacher. For parents, that often translates into steady policies and fewer abrupt changes in routines or curriculum direction, even when a new head takes the role.

This is where the data becomes very specific. In 2024, 81% of pupils met the expected standard in reading, writing and mathematics combined at Key Stage 2, compared with an England average of 62%. At the higher standard, 24.33% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%.

Scaled scores also indicate strength across the core tested areas, with an average reading scaled score of 108, mathematics 108, and grammar, punctuation and spelling 107. Science is another positive marker, with 93% reaching the expected standard, compared with an England average of 82%.

In FindMySchool’s proprietary ranking based on official outcomes data, the school is ranked 2,491st in England for primary outcomes and 2nd locally in the Ilkeston area, placing it comfortably within the top 25% of schools in England.

The school’s curriculum pages emphasise structured sequencing in the core subjects, particularly English and mathematics, with clearly planned teaching sequences. A knowledge-led framing also appears in the way the curriculum is described, with an explicit focus on vocabulary and building background knowledge.

In practical terms, parents should expect a school that values consistency between classes and year groups, not a set of entirely individualised classroom approaches. For many pupils, that consistency supports confidence and reduces cognitive load, particularly for children who benefit from predictable lesson routines.

Reading is positioned as a high priority in the inspection evidence, including staff training and a consistent phonics approach. The implication for families is that early reading support is likely to be systematic, rather than dependent on a single class teacher’s preferred method, which can matter when a child needs extra reinforcement in the early years.

As a state primary, the next step is secondary transfer at the end of Year 6. The closest and most common routes for families in Kirk Hallam are typically local non-selective secondaries, with some pupils also considering selective or faith-based options depending on preferences and transport. Because the school serves a local community in Derbyshire, the practical reality is that “where next” is driven by the family’s address, the local authority’s admissions rules, and appetite for travel.

The most useful step for parents is to map likely secondary options early and align this with how your child learns. Some children thrive with a big, busy secondary setting; others do better where pastoral systems are smaller and more structured. Families can use FindMySchool’s Local Hub comparison tools to view nearby secondary performance side-by-side when you are ready to shortlist.

The school is a community school, which means Derbyshire County Council is the admission authority for Reception to Year 6. Nursery entry is handled directly by the school, and the school notes that nursery attendance does not guarantee a Reception place.

For Reception entry, Derbyshire’s published timeline for September 2026 intake is clear: applications open 10 November 2025 and close at midnight on 15 January 2026; National Offer Day is 16 April 2026.

Demand indicators suggest a competitive intake. For the relevant entry route, there were 78 applications for 45 offers, which is 1.73 applications per place, and the first-preference-to-offer ratio is above 1. For parents, the implication is straightforward: treat the application as a priority task, submit on time, and ensure you understand the council’s oversubscription criteria so you can make realistic preference choices.

If you are moving mid-year (in-year admissions), applications are still routed through the local authority, with the school confirming whether a place is available in the relevant year group.

For catchment-style questions, note that the available dataset for this school does not include a “last distance offered” figure for the most recent admissions cycle, so parents should rely on the local authority’s published criteria and, where available, distance mapping tools. FindMySchool’s Map Search can help families check likely proximity, but it should sit alongside the council’s official rules.

Safeguarding and early help information is made prominent on the school website, including named safeguarding leadership and a clear route for families who need support. The inspection evidence indicates pupils feel safe and know staff will listen and help if needed, which is a meaningful indicator of day-to-day trust in the adult team.

The school also presents a THRIVE strand as part of its wider approach to wellbeing and personal development, signalling that emotional literacy and regulation are likely to be actively taught rather than treated as an occasional assembly theme.

For parents, the practical question is how this looks when a child struggles, whether that is anxiety, friendship issues, or behaviour that spikes at home and school. The inspection picture suggests calm classrooms and a consistent adult response, which tends to help children who need predictable boundaries.

The school’s enrichment pages give unusually concrete examples for a primary. Afterschool activities include a Wake Up Club designed to energise children with sports and games at the start of the day; examples referenced include skipping and cooperative games. There is also a Cooking Club, with pupils making sweet and savoury dishes, and a Bike Club that focuses on safe cycling routines and confidence, including a safety check at the start of sessions.

Inspection evidence also references clubs such as a wake up and jog club and a scooter club, plus regular opportunities to participate in sporting competitions. For pupils who find motivation through movement, these kinds of offers can be an important lever for attendance and enthusiasm, particularly in Years 4 to 6.

Beyond clubs, curriculum enrichment appears to include practical strands such as gardening, yoga, and Bikeability, with these listed as distinct elements in the enrichment menu. The implication is that enrichment is not purely performance-based (sports teams, competitions), it also includes everyday life skills and wellbeing-oriented activities.

Start and finish times vary by phase. Published information shows a typical end of day at 3.30pm for Years 5 and 6, and the school notes site security arrangements such as gates closing at 8.55am. For nursery, published hours indicate a 30-hour pattern running 8.45am to 2.45pm, with an optional paid top-up hour available; the school website explains the structure and booking approach.

Wraparound care is a clear practical strength. Breakfast Club runs from 7.15am and Tea Time Club runs 3.30pm to 6.00pm, with published daily prices of £4.50 (breakfast) and £6.00 (after school).

For travel, Ilkeston railway station is the nearest rail hub for most families travelling by train, and road access is typical of a residential Derbyshire setting where school-run traffic management matters.

• Competitive Reception intake. With 78 applications for 45 offers (1.73 applications per place), competition for places is real. Submit on time and understand Derbyshire’s oversubscription rules.

• Nursery does not guarantee Reception. The school is explicit that nursery attendance does not secure a Reception place because Reception is allocated by the local authority. Families should plan for that uncertainty.

• Structured curriculum expectations. The curriculum description emphasises consistent sequencing and knowledge-building, which suits many pupils, but children who need a more open-ended approach may take time to adjust.

• Leadership transition is recent. A new headteacher start from mid-2025 can bring positive momentum, but it can also mean policy refinements over the next couple of years as priorities settle.

For a state primary with nursery provision, Dallimore combines strong KS2 outcomes with practical wraparound and a well-signposted personal development offer. The school’s results place it above England averages, and external evidence points to calm routines and pupils who feel safe.

Who it suits: families in and around Kirk Hallam who want a structured approach to core learning, early years from age two, and reliable before and after-school care. The main constraint is admission competitiveness at Reception, so planning early and applying on time matters.