Dersingham Primary School

Inspection of Dersingham Primary School Dersingham Avenue, Manor Park, London E12 5QJ

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Inspection dates: 26 and 27 November 2024

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding

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Early years provision Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 26 and 27 November 2024

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What is it like to attend this school?

Staff at Dersingham have consistently high expectations of what pupils can achieve. This is embodied in the school motto: ‘be excellent, turn up, no excuses’. Pupils achieve well, including in national assessments, and produce work of high quality across the curriculum. The support provided for pupils with special educational needs and/or disabilities (SEND) is exceptional. The school is highly inclusive, with dedicated and committed staff.

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What is it like to attend this school?

Pupils are rightly proud of their school and enjoy their learning. They are respectful and polite to each other. From the early years, children listen attentively to adults and learn to cooperate, take turns and share. Pupils’ behaviour is excellent, both in lessons and around the school. Bullying is rare and pupils know who to speak with if they have any concerns. Parents and carers are overwhelmingly positive about the support their children receive.

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What is it like to attend this school?

From early years onwards, all pupils benefit from an extensive range of carefully designed wider opportunities. These include weekly enrichment activities, school visits and residential stays. Pupils are eager to make a difference to the school community. They enjoy helping each other as ‘motion motivators’ in the playground or when acting as ‘buddy experts’.

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

The school has developed an extremely ambitious curriculum. Leaders have carefully identified and sequenced the knowledge that pupils will learn from the early years to Year 6. They have ensured that teachers know exactly what pupils should learn and when. The curriculum is constructed so that pupils build up a body of important knowledge in each subject as they move through the school.

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

Staff are experts in the delivery of the curriculum. Teachers encourage pupils to discuss their learning and to work collaboratively in pairs and small groups. Pupils receive effective support to learn subject-specific vocabulary and they use it with confidence. Teachers check pupils’ understanding continuously and effectively. For example, skilful questioning helps to identify any misconceptions so that these are addressed quickly. Regular recap of learning helps pupils retain important knowledge. The standards pupils achieve in reading, writing and mathematics far exceed those achieved nationally. As a result, pupils are exceptionally well-prepared for the next phase of their education.

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

There is very strong support for pupils with SEND. The school carefully identifies pupils’ needs and shares this information with staff. Adaptations are made to the curriculum, where necessary, so that teachers can support pupils with SEND in the classroom. Leaders check that the additional support pupils receive is having a positive impact. The school has created ‘pathways’ for pupils with complex needs. Staff are well trained to support these pupils, with the support of external specialists.

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

There is a strong culture of reading across the school. Pupils become confident and fluent readers. This is because staff implement the phonics programme with consistent 26 and 27 November 2024

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precision. Pupils have frequent opportunities to practise and apply what they have learned using books that are closely matched to their phonics knowledge. Staff make regular checks on pupils’ reading. Any pupils who fall behind benefit from effective support to catch up quickly. The school promotes a love of reading. Pupils are eager to take part in the daily ‘drop everything and read’ sessions.

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Behaviour in lessons is excellent. Pupils are respectful, polite and friendly. Children settle rapidly into the early years provision. The school environment is calm and orderly. Pupils who may struggle with behaviour receive targeted support. The school takes a proactive stance in teaching pupils about bullying and discrimination. This contributes to an open culture where pupils feel secure and safe. The school knows its pupils and families well and are responsive to any concerns. Pupils look forward to the weekly achievement assembly, where they receive rewards for positive conduct linked to the school’s values.

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The school provides an exceptional range of opportunities to develop pupils’ character. Pupils are given the opportunity to demonstrate leadership, for example by acting as ‘mental health champions’. There is a strong emphasis on caring for the well-being of each other. Year 4 pupils are taught first-aid techniques so that they can support their peers. The school has developed a ‘values curriculum’, which equips pupils with an understanding of equality and to challenge discrimination.

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Leaders, including those responsible for governance, have high ambition for all pupils and want the best for them. Staff feel that their workload and well-being have been carefully considered. They benefit from high-quality training and professional development. Consequently, morale is high and there is a strong team spirit.

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Safeguarding

The arrangements for safeguarding are effective.

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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 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 26 and 27 November 2024

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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). 26 and 27 November 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 12 June 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.  The school is part of CPD Schools Federation, with two other local primary schools.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth-form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation 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 taken that into account in their evaluation of the school. 26 and 27 November 2024

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 Inspectors carried out deep dives in these subjects: early reading, mathematics, science and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  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 scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  Inspectors met with senior leaders, a selection of subject leaders, teachers and support staff.  Inspectors met with representatives from the governing body. They also spoke with the

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school improvement adviser from the local authority.  Inspectors reviewed a range of school documentation, including records relating to attendance, behaviour and pupil movement.  Inspectors considered the views of parents, pupils and staff, including through their responses to Ofsted’s online surveys.

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Inspection team

Robert Grice, lead inspector His Majesty’s Inspector

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Inspection team

Ruth Harding Ofsted Inspector 26 and 27 November 2024

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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 looked after children, safeguarding and child protection.

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