The Charter School East Dulwich

Inspection of a good school: The Charter School East Dulwich Jarvis Road, East Dulwich, London SE22 8RB

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Outcome

There has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Alison Harbottle. This school is part of the Charter Schools Educational Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Cassie Buchanan, and overseen by a board of trustees, chaired by Jonathan Slater.

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What is it like to attend this school?

This is a highly inclusive school that provides an exceptional education for the pupils. Leaders have extremely high expectations for all. This ensures that all pupils, including those with special educational needs and/or disabilities (SEND), can thrive.

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What is it like to attend this school?

Working relationships between staff and pupils are very positive. Pupils are proud of their community and create a positive and welcoming environment. Although the school continues to grow in size, staff know all their pupils individually. This ensures that pupils remain safe in school.

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What is it like to attend this school?

Pupils are polite, friendly and hard-working. Behaviour is positive in lessons and around the school site. During lessons, pupils are focused, enthusiastic and committed to their learning.

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What is it like to attend this school?

Pupils have access to a wide range of extra opportunities in the school. Most pupils make strong use of the wide range of clubs on offer. These include various sports and music groups, Rubik’s Cube and debating clubs. Pupils can also access a range of leadership opportunities, including student ambassadors and ‘eco-club’. In the sixth form, students support younger pupils through responsibilities including peer readers and mathematics tutors. 8 and 9 May 2024

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What does the school do well and what does it need to do better?

Leaders have developed a highly ambitious curriculum for all pupils in the school. This includes extremely strong support for pupils with SEND. The curriculum is designed to ensure that pupils develop knowledge and skills very effectively. Teaching ensures that pupils can use subject-specific vocabulary confidently. Leaders have robust systems in place to ensure that there is a high level of consistently strong practice among staff.

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What does the school do well and what does it need to do better?

Teachers have strong subject knowledge and present information clearly. They make effective adaptations during lessons so that pupils with SEND access the curriculum successfully. Teachers are highly skilled at checking pupils’ understanding and addressing any misconceptions swiftly. Support staff are used very effectively in lessons to ensure that pupils learn confidently.

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What does the school do well and what does it need to do better?

Teachers have extremely high expectations for the quality of work that pupils produce. As a result, pupils routinely complete work to a very high standard. They demonstrate a deep understanding of what they are learning. Teaching enables pupils to apply their learning to a range of contexts. This deepens pupils’ knowledge and skills. For instance, pupils in Year 9 could confidently discuss the key themes of the text ‘Purple Hibiscus’ and relate this to their current text of ‘Othello’.

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What does the school do well and what does it need to do better?

The school identifies pupils who may struggle with reading swiftly. Leaders diagnose the specific needs of these pupils and put bespoke support in place. This enables pupils to develop their reading fluency and confidence rapidly. Pupils read regularly in school, both during lessons and for pleasure. Teachers receive high-quality training to support pupils with reading and to develop their spoken language during lessons.

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What does the school do well and what does it need to do better?

Pupils’ attitudes to learning are extremely positive. Systems to support behaviour are clear and applied consistently by staff. Leaders ensure that pupils’ attendance is high. They communicate effectively with parents and carers. The school has robust procedures in place to enable pupils to attend school regularly.

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What does the school do well and what does it need to do better?

The school’s personal development curriculum has been coherently planned to ensure that pupils’ knowledge and understanding deepen and build over time. Leaders closely check curricular aims so that pupils are taught about how to keep safe and healthy. For example, a unit about online gaming was introduced to the Year 7 curriculum as a result of parental feedback.

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What does the school do well and what does it need to do better?

Pupils have access to a wide range of outings that offer both academic and cultural experiences. These include visits to museums, performances and various trips abroad. The school also welcomes a range of external speakers to enhance pupils’ academic and pastoral development.

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What does the school do well and what does it need to do better?

Leaders make sure that all pupils access high-quality careers advice and guidance. All pupils have the opportunity to attend work experience. Students in the sixth form receive well-developed guidance for their future education and employment. This includes support in completing applications for university and other post-16 pathways. 8 and 9 May 2024

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The governing body understands the strengths and priorities of the school and carries out its role effectively. It has a clear strategic vision and provides appropriate challenge and support to leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good in November 2018.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 and 9 May 2024

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provision

Number of pupils on the school roll 1,250

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form

Dates of previous inspection 16 and 17 October 2018, under section 5 of the Education Act 2015

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Information about this school

 The school uses five registered alternative provisions.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have 8 and 9 May 2024

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taken that into account in their evaluation of the school.  Inspectors met with the headteacher, members of the senior leadership team and a range of staff. They also met with members of the governing body and trust and the CEO of the trust.  Inspectors carried out deep dives in the following subjects: mathematics, English and geography. For each deep dive, inspectors spoke to subject leaders, visited a sample of lessons, spoke to teachers, discussed with pupils and looked at samples of pupils’ work. The curriculum in other subjects was also considered.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the views of parents, pupils and staff, including through

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Inspection team

Simon Conway, lead inspector His Majesty’s Inspector

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Inspection team

Stephen Hall Ofsted Inspector 8 and 9 May 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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