Dulwich Wood Primary SchoolOfsted report card, 15 Sept 2026

Dulwich Wood Primary School

Address: Bowen Drive, Kingswood Estate, West Dulwich, London, SE21 8NS Unique reference number (URN): 100801

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Strong standard

Leaders have designed an ambitious early years curriculum that gives children an excellent start to their school journey. Staff know children very well and work closely with families, settings and specialists to help them settle quickly. As a result, children feel safe and are ready to learn. Children and families benefit from highly effective transition arrangements. For example, carefully designed 'transition booklets' use photographs of learning spaces, familiar routines and helpful visuals to help children and families prepare confidently for starting school. Staff use consistent routines across the early years, while leaders work closely with other providers to give children the best possible start to school life.

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Early years Strong standard

Staff understand children’s starting points and quickly identify additional needs or barriers. High-quality adult interactions develop children’s imagination, communication and language skills. Staff carefully adapt their support so that children with additional needs learn successfully alongside their peers. Staff check children’s learning precisely and address gaps swiftly so that children securely grasp learning.

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Early years Strong standard

Children develop their reading and language skills from the outset. Staff teach phonics with precision, enabling children to recognise sounds, blend words and apply this knowledge successfully. High-quality interactions develop children’s vocabulary, communication and imagination. Children develop their mathematical understanding and physical skills through purposeful indoor and outdoor experiences.

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Early years Strong standard

Children benefit from clear and consistent routines that build their confidence and independence over time. Children’s behaviour is exemplary. Staff combine nurturing care with high expectations. Consequently, children develop secure foundations across the curriculum, achieve highly and are very well prepared for Year 1.

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Inclusion Strong standard

Leaders ensure that inclusion is a shared vision and a deliberate feature of school life. Pupils, including the youngest children, benefit from an effective transition programme that gives them a clear sense of belonging. A relentless drive to support every pupil underpins the school's highly inclusive culture. Pupils' needs are identified accurately and addressed promptly because leaders have established rigorous systems to check what pupils know.

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Inclusion Strong standard

Leaders have a thorough understanding of each pupil’s needs. They have embedded effective systems so that staff work closely together to reduce pupils' barriers to learning and/or wellbeing. Staff understand pupils’ needs well and refine provision to target support precisely where it is most needed. Teachers check pupils’ learning and adjust their teaching in response to what they find. Pupils benefit from a coherent and responsive approach to support. Pupils who receive additional support close gaps in their knowledge rapidly.

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Inclusion Strong standard

The school has established highly effective partnerships with outside agencies to bring additional expertise to its work. Pupils with special educational needs and/or disabilities, including those with education, health and care plans, benefit particularly from this expertise. Leaders review the impact of pupils' plans alongside the funding provided to ensure that

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Expected standard

pupils thrive academically and personally. Pupils who are disadvantaged also benefit greatly from the effective use of additional funding.

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Personal development and wellbeing Strong standard

The school's highly effective personal development programme has a significant impact on pupils. Pupils benefit from rich, purposeful experiences that are woven through school life. Leaders ensure equal access to these opportunities for all pupils and evaluate the impact of the programme rigorously to strengthen provision even further. Consequently, pupils become confident, thoughtful and responsible citizens who are very well prepared for life and their next stage of education.

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Personal development and wellbeing Strong standard

Pupils make a significant contribution to the school community. They take their leadership opportunities very seriously and elect their representatives through a well-understood democratic process. House captains support younger pupils and drive improvements identified by their peers. Pupils know their views are valued and that they can influence school life, including the planning of trips and activities.

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Personal development and wellbeing Strong standard

Pupils develop a deep understanding of equality and the fundamental British values through the personal, social and health education curriculum. They understand the importance of democracy and mutual respect. From the early years, pupils consider diversity thoughtfully. They discuss different religions, cultures and beliefs with impressive maturity and respect. Pupils demonstrate a secure understanding of healthy relationships, consent and personal safety. They know how to stay safe online and offline and recognise the wide range of associated risks.

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Personal development and wellbeing Strong standard

Leaders have created an inspiring, very well-maintained physical environment that extends learning beyond the classroom. Pupils explore science first hand in purpose-designed outdoor science laboratories. They also develop their creativity and artistic skills through a dedicated art studio and the expertise of a specialist artist.

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Personal development and wellbeing Strong standard

Pupils develop their talents and interests through an extensive range of opportunities. Music, sport, a residential trip to Scotland, a community event and learning about financial planning broaden pupils' experiences and build their character. Leaders' well-planned experiences bring the school's values to life. Pupils articulate their learning confidently and understand its relevance to their lives. Pupils, including those who face additional barriers to learning, flourish because of the excellent pastoral care they receive.

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Achievement Expected standard

Leaders recognise the importance of pupils acquiring essential skills in reading, writing and mathematics. Children begin to develop these skills in the early years. Pupils develop their language and vocabulary from the outset. Outcomes at the end of the early years and in Year 1 phonics are consistently above national averages. Pupils learn well across subjects, including those with special educational needs and/or disabilities. Leaders’ work to strengthen reading has improved pupils’ fluency. In most subjects, pupils remember important content and connect this effectively with new learning. Typically, pupils achieve well. At the end of key stage 2, pupils have achieved broadly in line with national averages over time.

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Achievement Expected standard

Leaders accurately identify where pupils could achieve even more. They recognise the need to improve pupils’ number fluency, particularly their recall of times tables. Occasionally, pupils’ writing, including their handwriting, is not as well developed as it could be. Overall, pupils have the knowledge and skills they need for future learning.

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Attendance and behaviour Expected standard

Leaders promote the importance of high attendance and make it a key priority. Overall, pupils' attendance is broadly in line with the national average. This is also the case for different groups of pupils, including those who are disadvantaged or face other barriers to attendance. Leaders track attendance closely and take action when concerns arise. They use a wide range of strategies to help pupils overcome barriers to attending school regularly.

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Attendance and behaviour Expected standard

Leaders have created a calm, warm and nurturing ethos that permeates the school. Staff go out of their way to understand pupils' unique needs. They model respectful relationships and maintain high expectations. The school's values and approach to personal development reinforce this ethos. For example, pupils with social or emotional needs benefit from highly effective support and adjustments that help them manage their behaviour well. Pupils show very high levels of respect. They articulate their ideas confidently, listen carefully to others and challenge views respectfully. Pupils behave extremely well both in lessons and during breaktimes. Leaders respond quickly and effectively to the rare incidents of bullying or discriminatory behaviour, whether online or offline.

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Curriculum and teaching Expected standard

Leaders have clearly identified what pupils should learn across the curriculum from the early years onwards. They have a secure understanding of how effectively the curriculum is implemented. Teaching is generally effective. Staff are well trained, follow agreed approaches and typically check pupils' understanding during lessons.

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Curriculum and teaching Expected standard

Leaders successfully ensure that pupils develop secure basic skills and knowledge from the early years. Pupils learn to read confidently from an early stage. High-quality phonics teaching enables them to decode and blend confidently, giving them secure foundations for accessing the wider curriculum. In mathematics, established routines and additional support enable pupils to consolidate and remember essential knowledge. Leaders have recently revised approaches to teaching times tables to strengthen pupils' fluency further.

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Curriculum and teaching Expected standard

Leaders have created an effective 'learning toolkit' which ‘builds pupils’ learning power’. Pupils build their knowledge over time because leaders have clearly identified and sequenced curriculum content. Agreed teaching approaches enable pupils to develop their thinking and collaborative skills.

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Curriculum and teaching Expected standard

Leaders accurately identify where further improvement is needed. They recognise some variability in how consistently staff identify and address weaknesses in pupils' letter formation and handwriting across key stages 1 and 2. Pupils with special educational needs and/or disabilities typically learn successfully alongside their peers because staff carefully design the provision to meet their needs.

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Leadership and governance Expected standard

Leaders and those responsible for governance have an accurate understanding of the school’s strengths and priorities for improvement. They recognise that the consistent implementation of agreed approaches across school life is essential to securing higher outcomes. Consequently, they have careful oversight and refine approaches where necessary.

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Leadership and governance Expected standard

Leaders have established a highly inclusive, welcoming culture. Pupils experience a strong sense of belonging in a school that provides an ‘oasis’ within its community. Leaders and governors make pupils’ wellbeing a clear priority. Their ‘open arms’ approach, alongside an extensive range of activities and experiences, gives all pupils opportunities to thrive. Leaders prioritise high-quality provision for pupils with special educational needs and/or disabilities. They make decisions in pupils’ best interests.

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Leadership and governance Expected standard

A positive safeguarding culture permeates school life. Everyone understands their responsibility to promote pupils’ welfare and act promptly when concerns arise. Leaders work closely with external agencies to strengthen the guidance and support available to families.

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Leadership and governance Expected standard

Leaders act decisively where improvement is needed. Their work to strengthen reading and oracy exemplifies this. Staff develop their expertise and strengthen their classroom practice through high-quality professional development, including external partnerships. Governors fulfil their statutory responsibilities effectively. They gain first-hand insight into leaders’ actions, provide professional challenge and hold leaders to account. They ensure that funding, particularly for disadvantaged pupils, is used effectively.

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Leadership and governance Expected standard

Leaders prioritise staff workload and wellbeing. Consequently, staff feel valued and are proud to work at the school. Most parents and carers are overwhelmingly positive about the school and leaders’ work.

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What it's like to be a pupil at this school

Pupils enjoy coming to this vibrant, respectful and inclusive school. They are proud to be part of this warm and welcoming community. Pupils feel they belong and experience a happy, safe and nurturing environment. Staff know them well and act quickly to reduce barriers to their learning and wellbeing. Pupils learn how to keep themselves safe, both online and offline. If bullying occurs, pupils are confident that this will be addressed quickly and effectively.

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What it's like to be a pupil at this school

Most pupils come to school each day and behave well. They are polite, respectful and act with integrity. Pupils understand the importance of tolerance and equality. Pupils know that if they have any worries, staff will listen to them and support them. Pupils are confident and friendly. They embrace the school's values of being ‘creative, caring, confident and collaborative'. Pupils, including those with special educational needs and/or disabilities or those who are disadvantaged, typically achieve well from their various starting points. They achieve particularly well in early reading and phonics, which gives them a solid foundation for future learning.

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What it's like to be a pupil at this school

Children in the early years show high levels of respect for staff and each other. They achieve very well. Children benefit from the school’s clear and consistent routines and get off to a great start in their learning.

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What it's like to be a pupil at this school

Pupils are generally taught well. They learn the intended curriculum and achieve in line with national averages at the end of Year 6. Younger children develop secure basic skills, especially in early writing. However, some older pupils do not develop sufficiently secure or fluent writing skills.

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What it's like to be a pupil at this school

Pupils value the extensive range of clubs, trips, competitive sporting events and leadership activities that broaden their experiences. These include gardening club, running club, African drumming and playing the ukulele. Pupils see school as a fun place to learn.

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Next steps

Leaders should continue to develop staff expertise so that teachers consistently develop pupils’ writing fluency, including secure letter formation, adapt their teaching effectively for pupils who need to catch up, and provide sufficient challenge for those who have already mastered key knowledge and skills.

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About this inspection

The school is part of a federation called Dulwich Wood School.

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About this inspection

The chair of the board of governors in this school is Taryn McLelland.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

This inspection took place on 15 and 16 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders from the school during the inspection. They also met with members of the governing body, including the chair of the board, as well as a representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspectors:

Andrew Rigby, Ofsted Inspector Robin Bosher, Ofsted Inspector Nick Osborne, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. The school currently uses no alternative provision.

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What does this mean?

Headteacher: Helen Rowe National average: 300

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 54% 61% Close to average

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average

2022/23 (final) 59% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 79% 74% Close to average

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average

2022/23 (final) 67% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 76% 72% Close to average

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average

2022/23 (final) 70% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 73% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 53% 47% Close to average

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national average

2023/24 (final) 33% 46% Close to average

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national average

2022/23 (final) 40% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 67% 62% Close to average

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 60% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 61% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.2% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 14.4% 13.0% Close to average

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national average

2023/24 (3 term) 13.9% 14.6% Close to average

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national average

2022/23 (3 term) 17.7% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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