Dulwich Village Church of England Infants' School

DULWICH VILLAGE C of E INFANT SCHOOL

Dates of inspection: 15 - 16 January 2001

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DULWICH VILLAGE C of E INFANT SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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DULWICH VILLAGE C of E INFANT SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Dulwich Village C of E Infant School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Dulwich Village London Postcode: SE21 7AL

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Rev. Jonathan Winter

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 9 - 13 December 1996 Dulwich Village C of E Infant School - 4

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Team members

2490 Ms Ruth Frith Registered inspector 13807 Ms Christine Haggerty Lay inspector 12184 Mr John Bishop Team inspector 2153 Ms Jane Lamb Team inspector

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Team members

Demeter House Station Road Cambridge CB1 2RS

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Dulwich Village C of E Infant School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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PART C: SCHOOL DATA AND INDICATORS 16

Dulwich Village C of E Infant School - 6

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INFORMATION ABOUT THE SCHOOL

Dulwich Village Church of England Infant School is a voluntary aided school for boys and girls of all abilities aged 4 to 7 years. There are 224 pupils on roll, including 8 children aged under five. Forty-four children are due to join the school immediately after the inspection. The school is situated in the south of the London Borough of Southwark and serves a community where most families own their own homes and have at least one parent in regular employment. The percentage of pupils entitled to free school meals is below the national average. On entry to school, pupils have above average standards of attainment. Most have had some form of pre-school experience in a nursery or playgroup and are keen to learn. Over 30 per cent of the pupils come from ethnic minority backgrounds and 15 per cent come from homes where English is not the first language. There is a below average percentage of pupils with

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INFORMATION ABOUT THE SCHOOL

special educational needs overall but the percentage of pupils with a statement of special educational needs is well above the national average.

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HOW GOOD THE SCHOOL IS

Dulwich Village Church of England Infant School is a very good school with many strengths. It achieves high standards and serves the community well. The quality of teaching is very good and the pupils are encouraged to work hard. The leadership and management of the school are also very good and manifest themselves in a strong commitment to raising standards while also offering a broad and interesting curriculum. The school provides good value for money.

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What the school does well

• Results in national tests and assessments for pupils at the end of their last year in school are well above average in reading and mathematics and very high in writing. • The school is a caring community with a strong ethos based on the values of respect and co- operation. Provision for pupils’ spiritual, moral, social and cultural education is very good and results in pupils’ very good behaviour, relationships and personal development. • Teaching is very good and results in pupils making very good progress. • The provision for pupils with special educational needs is good. • Pupils have very good attitudes to school. They arrive on time and are keen to take part in school activities. • Management and leadership of the school are very good. The headteacher, deputy headteacher, staff and governors are strongly committed to the raising of standards and to continual improvement.

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What could be improved

• Outdoor play provision for children in the reception classes. • The provision of activities on a regular basis outside formal school hours. • The provision of homework. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The last inspection in December 1996 found Dulwich Village Church of England Infant School to have many strengths. Since then, the school has successfully addressed the issues identified in the inspection report and improvement has been very good. Standards in reading, writing and mathematics are above those reported in the last inspection and the school has maintained the high standards achieved in National Curriculum test results. There has been a significant improvement in the quality of teaching, particularly in the percentage of teaching which is very good or excellent. There has been more monitoring of teaching and this has resulted in improvements in practice; for example, the more effective use of classroom assistants, particularly in literacy and numeracy lessons. Staff have developed the assessment of pupils’ work and use the information gained from this to improve their planning and monitor pupils’ progress as they move through the school. The roles and responsibilities of senior

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

management and administrative staff have been reviewed and this has ensured a more appropriate delegation of tasks. Several successful strategies have been adopted to address the perception of some Dulwich Village C of E Infant School - 7 parents that they were not always able to approach the school and the school continues to evaluate and review its practice. The school has recently developed the accommodation in both school buildings and this has resulted in a significant improvement in facilities.

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STANDARDS

The table shows the standards achieved by 7 year olds based on National Curriculum test results.

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Key

1998 1999 2000 2000 very high A* reading A A A A well above average above average A B writing A A A* A average below average C D mathematics A A* A A well below average E

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Key

These results show that in 2000 the performance of pupils in reading and mathematics was well above the national average. Standards in writing were very high and place the school’s performance in writing in the top five per cent of schools nationally. Pupils become confident writers from an early age and systematically build upon this as they move through the school. When compared to schools with pupils of a similar background, the levels indicate well above average standards in reading, writing and mathematics. Evidence from this inspection confirms that pupils in Year 2 are expected to maintain these high standards and reach the targets set. Overall, pupils achieve well and their results indicate an improving trend over time.

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Aspect Comment

Attitudes to the school Very good. Pupils enjoy coming to school and are interested in what they do. They are proud of their achievements and keen to talk about their work.

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Aspect Comment

Behaviour, in and out of classrooms Very good throughout the school.

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Aspect Comment

Personal development and relationships Very good. Pupils develop in confidence as they progress through the school and become increasingly more responsible. The very good relationships within the school help to create a safe and stimulating learning environment.

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Aspect Comment

Attendance Good. The attendance rate is above the national average. Lessons start promptly and no time is wasted.

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Aspect Comment

The pupils’ very good attitudes, behaviour, relationships and personal development provide a good basis for their learning and make a positive contribution to the levels of attainment that they achieve.

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Teaching of pupils: aged up to 5 years aged 5-7 years

Lessons seen overall Very good Very good Dulwich Village C of E Infant School - 8 Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: aged up to 5 years aged 5-7 years

The quality of teaching is excellent in 12 per cent of lessons, very good in 47 per cent and good in 41 per cent. This represents a significant improvement since the last inspection and reflects the high value senior management place on attracting good teachers whom they then support well through a good programme of professional development. This is based on identifying good practice and areas for development, through systematic monitoring and evaluation. The quality of teaching is particularly impressive as three teachers were in only the second term of their teaching at the time of the inspection. The school meets the needs of all pupils well. The teaching of children in the Foundation Stage is particularly effective in developing their personal and social skills and their attitudes to learning. These strengths are built upon successfully in the rest of the school where teachers focus on developing the

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Teaching of pupils: aged up to 5 years aged 5-7 years

core skills of literacy and numeracy within a broad and balanced curriculum. Teachers have adopted the Literacy and Numeracy Strategies well and the teaching of English and mathematics is very good. Overall, pupils’ learning is very good. Teachers help pupils to understand the relevance of what they are doing by sharing with them the learning objectives for each lesson and encouraging them to review their achievements at the end of the lesson. The school targets valuable additional support for pupils with special educational needs and for those who speak English as an additional language and this results in their making good progress towards the targets set. Teachers manage pupils very well and have high expectations of behaviour. Consequently, no time is wasted and pupils try hard to do their best. Teachers are encouraging and this results in pupils becoming confident, keen to answer questions and

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Teaching of pupils: aged up to 5 years aged 5-7 years

put forward their own points of view. The comments made to pupils help to raise their self-esteem and give them a clear idea about how they can improve.

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Aspect Comment

The quality and range of the curriculum The curriculum is well planned and, overall, provides a good range of learning experiences for all pupils. However, the unsatisfactory outdoor play provision for children in the reception classes restricts the teachers’ ability to develop the curriculum fully. No regular extra-curricular activities take place.

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Aspect Comment

Provision for pupils with special educational needs Pupils with special educational needs receive good support and progress well towards the targets set in their individual education plans. The management and organisation of provision are good and staff work well as a team to meet the needs of these pupils.

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Aspect Comment

Provision for pupils with English as an additional language Pupils are well supported and fully involved in all learning activities. They make similar progress to that of their peers.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for personal development through the promotion of spiritual awareness, knowledge of social and moral responsibilities, and the experience of wide-ranging cultural activities is very good.

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Aspect Comment

How well the school cares for its pupils Staff have good knowledge and understanding of their pupils and make good provision for their welfare, health and safety. The care given to pupils is well reflected in the way pupils, in turn, respect and care for others.

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Aspect Comment

The headteacher, staff and governors are keen to ensure that pupils experience a rich and varied curriculum as well as successfully meeting the requirements of the National Curriculum and other national initiatives. This is achieved by good planning and the provision of a good range of activities that includes trips to local places of interest and regular involvement in school performances. Dulwich Village C of E Infant School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very good. The headteacher has a clear vision for the school and central to this is the aim to raise standards. She is effective in appointing good quality staff and motivating a team with a shared sense of values and priorities. The deputy headteacher and other key members of staff ably support her. How well the governors fulfil their responsibilities The governors fulfil their roles well and are fully involved in the school development planning process. They support and work with staff effectively and have a clear understanding of the school’s strengths and priorities for improvement. All statutory requirements are met.

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Aspect Comment

The school’s evaluation of its performance Good; the school effectively analyses its strengths and weaknesses in order to decide what needs to be done next.

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Aspect Comment

The strategic use of resources The school manages and uses its resources well and priorities for development are appropriately financed. Correct tendering procedures are followed and staff and governors seek to obtain the best value for their spending.

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Aspect Comment

The success of the school stems from the strong leadership and management of the headteacher and key staff and the effective governing body. All share a clear vision for the development of the school with a specific focus on teaching and learning.

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What pleases parents most What parents would like to see improved

• Children like going to school, make good progress and achieve high standards. • The pupils’ good attitudes and respect for others. • The very good behaviour: parents feel that their children are in a safe environment. • The teaching is good and children are expected to work hard. • The school helps pupils to become mature and responsible. • Regular activities outside formal school hours. • The consistency and quality of homework. • More information about how their children are getting on.

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What pleases parents most What parents would like to see improved

Inspectors endorse the positive views held by parents and the regard they have for the school overall. They looked closely at the issues raised by a significant minority of parents and agree that although pupils have experience of a good curriculum during formal school hours, no activities are provided on a regular basis after school. In response to some parents’ concerns the school is reviewing its homework policy. Inspectors understand the views of a minority of parents who would like more information about how their children are getting on but believe that the school offers appropriate opportunities for parents to talk to staff as well as providing good quality written information. Dulwich Village C of E Infant School - 10

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in school are well above average in reading and mathematics and very high in

1. Compared with all schools, Dulwich Village Church of England Infant School attained well above average standards in reading and mathematics in the National Curriculum tests and assessments for seven-year-olds in 2000. Standards in writing were very high and place the school’s performance in writing in the top five per cent of schools nationally. When compared with similar schools, pupils attained well above average standards in reading, writing and mathematics. Evidence gained from observing lessons, talking to pupils and looking at their work shows that pupils in the current Year 2 are likely to maintain these high standards overall and reach the targets set by the school. These standards of attainment are a reflection of the very good quality of teaching and the pupils’ very good attitudes to learning.

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in school are well above average in reading and mathematics and very high in

2. The school has successfully implemented the National Literacy and Numeracy Strategies. Teachers have good subject knowledge and use the different sections of the sessions to maintain pupils’ interest and develop their learning. High standards in speaking and listening are seen throughout the school as pupils gain in confidence and are encouraged to put forward their views on a range of subjects. The youngest children quickly learn how to listen to others and express themselves confidently. They give others time to talk and show respect for those who are speaking. Pupils in Years 1 and 2 listen well to the teachers and each other and demonstrate by their answers and actions that they have clearly understood. Very good opportunities for speaking and listening were provided in a Year 1 science lesson when the teacher encouraged pupils to identify sources of light and describe, from their own experiences, the scenes on ‘firework night’.

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in school are well above average in reading and mathematics and very high in

The pupils were encouraged to be precise about what they meant and were given sufficient time to think before answering.

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in school are well above average in reading and mathematics and very high in

3. Children are confident when learning to read and this results in most pupils enjoying reading. Pupils regularly use the school library where they develop good library skills and make sensible choices of books, according to their own interests. This development of pupils’ responses to reading is, in addition, very well supported by a structured approach to letter sounds and pupils very quickly relate the letter, or group of letters, to the sound that they make. By the end of the key stage, pupils read fluently and expressively and are confident to tackle unfamiliar words.

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in school are well above average in reading and mathematics and very high in

4. Also, by the end of the key stage pupils’ writing is of a high quality and clearly reflects the policy adopted by the school to encourage pupils to write on a range of subjects. In the best lessons, the high expectations of teachers ensure that pupils are encouraged to work hard to develop and use a wide range of vocabulary. The work on display indicates how pupils have carefully chosen appropriate vocabulary for the effect it has on the reader, for example when writing about animals hibernating. By the time they leave school, pupils have had good practice in writing for a variety of purposes across the curriculum and this helps to support the very high standards that they achieve.

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in school are well above average in reading and mathematics and very high in

5. The introduction of the numeracy lessons is stimulating pupils’ interest, particularly in mental calculations, and pupils are quickly gaining in confidence and competence. In Year 1, pupils have a good understanding of place value in two digit numbers and used mathematical language well. In Year 2, pupils develop their skills further and the good use of mathematical language and use of practical examples to confirm and clarify learning points, result in pupils making good gains in their learning. In the best lessons, the teachers’ effective questioning results in pupils explaining how they arrived at their answers and, consequently, assesses and develops their mathematical strategies, for example, when calculating number bonds to 20. Dulwich Village C of E Infant School - 11

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cultural education is very good and results in pupils’ very good behaviour,

6. The school is a caring community with a good ethos based on the values of respect, tolerance and co-operation. It is enhanced by the very good relationships evident throughout. Pupils work together well, for example, when composing a graphic score in a Year 2 music lesson and when completing a graph indicating types of transport in a Year 2 geography lesson. They also play well together outside encouraged by teachers and support staff. Pupils were seen spontaneously involving a pupil with a statement of special needs in their game and they guided his entry back to class at an appropriate time whilst also supporting his independence.

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cultural education is very good and results in pupils’ very good behaviour,

7. Provision for pupils’ spiritual, moral, social and cultural education is very good and helps to support the working atmosphere evident throughout the school day. Assemblies are used effectively to confirm the school’s expectations and to guide pupils in their knowledge and understanding of the world. Pupils’ spiritual education is also enhanced through their study of art and music and involvement in productions such as ‘Christmas Cards’. Pupils’ moral and social education is developed through formal lessons where pupils are asked to respond to issues through, for example, the reading of stories, and focus on homelessness in the Year 1 study of Homes and Houses. Parents believe the school encourages the need for pupils to be sensitive of and caring for each other. Pupils learn a good sense of personal and community responsibility, through participating in a variety of activities such as raising funds for a children’s hospice, and

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cultural education is very good and results in pupils’ very good behaviour,

are aware of children in need elsewhere.

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cultural education is very good and results in pupils’ very good behaviour,

8. On entering school, pupils quickly become familiar with the school’s policies and procedures and respond well to the expectations placed upon them. The school’s expectations regarding good behaviour towards others are clearly outlined by staff and demonstrated by their daily interactions with pupils. Communication between staff and pupils is positive, friendly and supportive. This results in pupils who feel valued and, in turn, value others and their property. In classrooms, around the school and in the playground, the behaviour of pupils is very good. Formal systems of rewards encourage pupils to give of their best. Assemblies are used effectively to celebrate the pupils’ successes and achievements. A key feature of the success of the school is the consistent approach adopted by all that work there. This enables pupils to feel safe and well cared for.

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cultural education is very good and results in pupils’ very good behaviour,

9. The aims of the school are well met and the drive for high academic standards is effectively combined with other aspects of personal development. The pupils show respect and tolerance for others and become more responsible as they move up the school.

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cultural education is very good and results in pupils’ very good behaviour,

Teaching is very good and results in pupils making very good progress.

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cultural education is very good and results in pupils’ very good behaviour,

10. Teachers are conscientious and hardworking. They have addressed well the key issues identified in the last report, and improvements in teaching, particularly in planning and assessment, have resulted in a better experience for pupils. Teachers’ subject knowledge is good, particularly in literacy, numeracy and music. Teachers use their knowledge well to plan lessons which build on pupils’ prior knowledge, skills and understanding and provide activities which capture the interest of the pupils and extend their learning. A particularly good development since the last inspection is the way in which teachers clearly identify learning objectives for each lesson and share these with the pupils. Consequently, pupils understand what they will learn and have the opportunity at the end of the lesson to think about the progress they have made. Little additional support is currently needed for pupils who come from homes where English is not their first language. They

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cultural education is very good and results in pupils’ very good behaviour,

respond well to the activities provided and make progress similar to that of their peers. The school is currently planning a small project to support these pupils in their learning.

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cultural education is very good and results in pupils’ very good behaviour,

11. Literacy lessons are taught very well and this results in pupils making very good progress. Teachers use a good range of books to capture the interest of the pupils and read stories enthusiastically, often making the characters come alive by using a range of voices. In a very Dulwich Village C of E Infant School - 12 good Year 2 lesson, the teacher successfully developed the pupils’ understanding of the characters of Red Riding Hood and the Wolf by encouraging them to look closely at the text. Her good use of questioning developed the pupils’ thinking and resulted in their making clear connections between character and actions. In a very good lesson with reception children, the topic of ‘Let’s Go Into the Jungle’ stimulated the children to want to write. The teacher’s very good use of praise and enthusiasm for the subject generated confidence in the children who did their best. In the other reception class, children were also well motivated and worked hard. Their

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cultural education is very good and results in pupils’ very good behaviour,

teacher-made books, in which children write, helped to support the good presentation of their work and pupils were pleased with their writing.

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cultural education is very good and results in pupils’ very good behaviour,

12. Pupils also make very good progress in the numeracy lessons where teaching is very good. Teachers have high expectations and plan lessons with activities that build on pupils’ prior knowledge and understanding. In an excellent lesson in Year 1, the teacher used her very good subject knowledge to present a lesson where the pace of learning was vigorous and energetic. Pupils were very keen to try out new ideas using their prior knowledge and understanding. They worked well independently and with good levels of concentration. This was a direct result of the accurate targeting of activities that matched the range of pupils’ abilities in the class.

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cultural education is very good and results in pupils’ very good behaviour,

13. As well as recognising the need to provide pupils with a good grounding in literacy and numeracy, the school is keen to ensure that pupils experience a broad and rich curriculum, which stimulates their interests and encourages a desire for learning. Although not all areas of the curriculum were seen being taught during the inspection, it was clear from a scrutiny of display and pupils’ work that they achieve above average standards in many subjects. Most pupils say that they enjoy music and are proud of the good standards that they achieve. This is a result of a good programme of activities, provided by a specialist musician who has high expectations of what young children can do. They respond enthusiastically to this and sing and perform well. Pupils are also offered opportunities to perform in front of an audience through the regular school productions and assemblies. They develop confidence from a young age and perform to high standards.

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cultural education is very good and results in pupils’ very good behaviour,

Recordings of these performances and discussions with pupils indicate that all are involved and thoroughly enjoy these events.

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cultural education is very good and results in pupils’ very good behaviour,

14. Staff say that they enjoy working in the school and are encouraged to be involved in its development. An example of this can be seen in the work of the English co-ordinator who has been given the opportunity to develop policy and practice in the subject, more recently in target setting. Staff are fully involved in the school development planning process and the development of school policies. Support staff are seen as valued members of the teaching team and make a significant contribution to the work of the school and pupils’ progress. Additional support staff in each class work well with the teachers to provide a consistent approach to teaching and learning. Pupils are able to work in small groups or individually with an adult, when appropriate, and consequently their learning is enhanced

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cultural education is very good and results in pupils’ very good behaviour,

15. Teachers have made the most of opportunities to develop their skills through planning in year groups and sharing experiences in school, which results in good support for new or inexperienced teachers and also ensures consistency across each year. Communication within the school is good. These factors result in staff who are keen to do their best for pupils and colleagues. Teachers and support staff take pride in the pupils’ achievements through the display of their work. It is of a good standard and contributes positively to the raising of pupils’ self-esteem and confidence. Pupils make good progress as a result of the high expectations of staff, the provision of a broad curriculum and the pupils’ very good behaviour and attitudes to learning.

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cultural education is very good and results in pupils’ very good behaviour,

Provision for pupils with special educational needs is good.

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cultural education is very good and results in pupils’ very good behaviour,

16. The school has good systems in place to identify the individual needs of pupils and caters for a wide range of pupils in school. Teachers and support staff know their pupils well and are quick to identify pupils who are experiencing difficulty with their learning. They are aware of the individual needs of their pupils and plan to ensure that the targets from the pupils’ individual education plans are considered, particularly in literacy and numeracy sessions. Good support is given to pupils with special educational needs, especially when they are working directly with teachers, learning support assistants or classroom assistants. Pupils benefit from the personal attention they Dulwich Village C of E Infant School - 13 receive; this stimulates their learning and they make good progress towards the targets set. Good support was seen to be given to a pupil with a statement of special educational needs which

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cultural education is very good and results in pupils’ very good behaviour,

resulted in his developing greater independence and interaction with others in the class, as well as developing his mathematical skills.

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cultural education is very good and results in pupils’ very good behaviour,

17. The role of the co-ordinator of special educational needs has been developed recently and improvements have been made to ensure that all the strands of special educational needs provision are managed and co-ordinated effectively. Staff are kept up-to-date with new issues through staff meetings and attendance on courses and knowledge and expertise of a wide range of learning difficulties is being developed across the school. The roles of learning support assistants and classroom assistants have also been reviewed and their work is a significant factor in the progress which pupils make. Formal systems assess and record pupils’ attainment and progress and data gained from these is used to challenge them in their learning. Regular reviews take place and the school meets the requirements of the Special Needs Code of Practice.

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Pupils have very good attitudes to school. They arrive on time and are keen to

18. The pupils’ attendance rate for the last year was above the national average and reflects their very good attitudes to the school. Ninety-four per cent of those parents who responded to the questionnaires indicated that their child likes school. Most pupils have experienced some form of pre-school provision in a nursery or playgroup and they are keen to learn when introduced to school. They are well motivated and respond positively to the teachers and the activities provided.

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Pupils have very good attitudes to school. They arrive on time and are keen to

19. Pupils’ attitudes to learning are very good and a reflection of the expectations of staff and the support and encouragement of parents. Most pupils are eager to improve their work and have pride in their achievements. They were keen to identify their own work on display and talked about it positively. The quality of display in the school is effective in raising pupils’ self-esteem and also enhancing the environment. Pupils listen well to each other and to the teachers and generally settle quickly to tasks when asked to do so. Pupils become increasingly independent as they get older. By the time they leave school, they are clear about what they should learn, work well on their own and have the confidence to ask for help when they need it. They show respect for the school, the people within it and resources. Pupils indicate that they have a clear understanding of the importance of their own learning and most know how they can improve their work. This is

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Pupils have very good attitudes to school. They arrive on time and are keen to

supported by the way teachers explain the next steps to be taken in learning, through the marking of pupils’ work, the identification of learning objectives and through the setting of targets. The pupils’ very good attitudes to school and to their learning are key features in ensuring that pupils settle quickly in school and make good progress.

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deputy headteacher, staff and governors are strongly committed to the raising

of standards and to continual improvement.

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deputy headteacher, staff and governors are strongly committed to the raising

20. The headteacher has a clear vision for the school and central to this is the provision of high quality teaching to ensure good standards. She has a rigorous system for appointing new staff who, on appointment, are well supported by management and other staff in the school. The headteacher sets high standards that support her belief that the pupils should leave school as confident and happy individuals who have succeeded in their learning. She has developed a senior management structure, which is developing the skills of the deputy headteacher and key staff, and has ensured that the school has kept up-to-date with current initiatives. The school’s aims of raising standards and improving the quality of education are increasingly reflected in its work. Good systems are used to monitor pupils’ progress and to evaluate the quality of teaching. The school’s tracking system, which indicates the gains that pupils have made in their learning, highlights that the vast

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deputy headteacher, staff and governors are strongly committed to the raising

majority of pupils meet the targets set by the school although in some cases this does not equate with the national levels of attainment. Dulwich Village C of E Infant School - 14 21. The school has successfully addressed the key issues arising from the last inspection. Governors give full support to the school and they and the headteacher have worked hard to make improvements. They maintain very good liaison with the school and are clear about its strengths and areas for development. Overall, governors have good levels of knowledge and are well informed, which helps them to be fully involved in discussions and developments. They have trust in the headteacher and staff. Governors, headteacher and staff continue to show a clear commitment to maintaining the pace of improvement. There is an established culture of monitoring and target setting that keeps the school moving forward towards achieving its aims.

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deputy headteacher, staff and governors are strongly committed to the raising

The school development plan sets a clear agenda for improvement and is the result of an effective consultation process. Governors fulfil their statutory responsibilities. They have good control over the budget and have reserved sufficient funds to meet any expenditure incurred by improvements to the buildings and playgrounds. Governors have spent a considerable amount of time to ensure the best value for their spending. This has resulted in the school providing good value for money.

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WHAT COULD BE IMPROVED

Outdoor play provision for children in the reception classes.

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WHAT COULD BE IMPROVED

22. Staff have worked hard to develop the curriculum for those pupils in the reception classes in line with national guidance for children of that age. Planning indicates good coverage of a broad curriculum in most aspects and ensures that the children receive a range of learning activities which promote their personal, social and emotional development, communication, language and literacy, mathematical development, knowledge and understanding of the world, creative and physical development. Children receive regular physical education lessons in the new school hall and have full access to the playground at certain times of the day. However, staff have been restricted in their ability to provide good quality outside provision to encourage learning, due to the recent building works. The children do not have an area in which to develop their skills of travelling under, over and through balancing and climbing equipment on a day-to-day basis, nor do they

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WHAT COULD BE IMPROVED

have sufficient opportunities to use equipment, such as ride-on toys.

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WHAT COULD BE IMPROVED

The provision of activities on a regular basis outside formal school hours.

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WHAT COULD BE IMPROVED

23. The school is keen to develop the pupils’ interest in a range of activities and provides many opportunities for them to be involved in events outside school. These include visits to local places of interest such as the Globe Theatre and pupils taking part in a good range of musical activities. Pupils respond well to these and are keen to talk about their experiences. The school does not, however, provide any activities outside formal school hours on a regular basis and both pupils and parents would be keen to support these.

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WHAT COULD BE IMPROVED

24. The school is successful in the way it supports pupils’ development of reading through setting clear expectations that children should take reading books home regularly to share with their parents. Parents and children respond well to this and the provision of this type of homework is obviously having a positive impact on the progress pupils make and the standards they achieve. The school has a homework policy that sets out the school’s philosophy and intentions regarding homework but the homework set is not always appropriate. Also, a minority of parents feel that they could provide better support for their child at home if they were clear about the school’s expectations.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve outdoor provision for children in the reception classes in order to develop the curriculum in line with the national guidance for children of this age. (Paragraph 21, 22)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Investigate opportunities to provide activities out of formal school hours on a regular basis and Dulwich Village C of E Infant School - 15 thereby further enhance pupils’ learning opportunities. (Paragraph 23)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Review the school’s homework policy and provide parents with guidance on what this means for their children. (Paragraph 24)

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The school has identified the need to develop the outside play area for children in the

reception classes through its school development planning process. Dulwich Village C of E Infant School - 16

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 13

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 224

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 9

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Information about the school’s pupils

Number of pupils with statements of special educational needs 7

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 30

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 33

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 8

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 14

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Attendance

National comparative data 5.2 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Dulwich Village C of E Infant School - 17

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 38 50 88

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 36 36 36 Numbers of pupils at NC level 2 and above Girls 46 47 47

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 (93) 94 (93) 94 (98) at NC level 2 or above National 84 (82) 85 (83) 90 (87)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 36 37 36 Numbers of pupils at NC level 2 and above Girls 46 47 48

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 (91) 95 (91) 95 (98) at NC level 2 or above National 84 (82) 88 (86) 88 (87)

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Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year.

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 2 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 9 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 36 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded. Dulwich Village C of E Infant School - 18

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 11.4 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 21

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Teachers and classes Financial information

Education support staff: YR – Y2 Total expenditure 624,854

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Teachers and classes Financial information

Total number of education support staff 16 Expenditure per pupil 2,332

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Teachers and classes Financial information

Total aggregate hours worked per week 366 Balance brought forward from previous year 41,928

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Teachers and classes Financial information

Balance carried forward to next year 79,489

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Teachers and classes Financial information

FTE means full-time equivalent. Dulwich Village C of E Infant School - 19

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 46 48 4 1 1

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Percentage of responses in each category

Behaviour in the school is good. 56 40 3 0 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 42 36 16 3 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 31 46 18 4 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 45 38 8 7 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 56 38 2 1 2

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Percentage of responses in each category

The school works closely with parents. 28 53 8 9 1

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Percentage of responses in each category

The school is well led and managed. 45 41 12 1 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 48 45 1 2 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 18 14 36 17 14

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Other issues raised by parents

The vast majority of parents are supportive of the school and the standards it achieves although a small number are concerned about the provision for pupils with special educational needs.

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Other issues raised by parents

Parents are pleased with the music teaching and state that improvements had been made with the teaching of mathematics.

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Other issues raised by parents

Parents are pleased with the development of the school buildings.

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