Damers First School

113665 Unique Reference Number Dorset LEA 279214 Inspection number 7 February 2006 to 8 February 2006 Inspection dates Bradley Simmons HMI Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Damers Road School address Primary Type of school Dorchester Community School category Dorset DT1 2LB 4 to 9 Age range of pupils 01305 264924 Telephone number Mixed Gender of pupils 01305 257213 Fax number 375 Number on roll Mr Robert Potter Chair of governors The governing body Appropriate authority Mrs Catherine Le Hal Headteacher 31 October 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279214 7 February 2006 - 4 to 9 8 February 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.

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Introduction

The inspection was carried out by one of Her Majesty’s Inspectors and two Additional Inspectors.

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Description of the school

Damers First School is situated in an area of mixed housing in the county town of Dorchester in Dorset. It has 382 pupils on roll. The school has inclusive provision for 18 pupils who have statements of special educational need for speech and language difficulties. In total, the percentage of pupils with special educational needs (SEN) is slightly below the national average. Around 6% of the school’s pupils come from minority ethnic backgrounds, and just under half of these pupils speak English as an additional language. The published percentage of pupils entitled to a free school meal is 9.6%. This is below the national average but may not reflect the true figure; some parents choose not to apply for this concession as the local authority does not provide a hot meal.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Damers First School, 7 February 2006 to 8 February 2006

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Grade: 2

The school has a modest view of its performance, judging this to be satisfactory. Inspectors judge the school to be better than this. Damers First is an effective school which provides good value for money. Parents greatly value the balanced education it provides for their children, and pupils certainly enjoy coming to school. Standards by the end of the Foundation Stage are in line with national expectations because of the sound provision the school makes for pupils’ learning. Overall, teaching at the school is good and so pupils make good progress. By the time they leave at the end of Year 4, they attain standards that are slightly above those expected for their age. Pupils with SEN, including those within the school’s inclusive speech and language provision, make very good progress. The school recognises that more able pupils do not make the progress of which they are capable in mathematics, and that standards

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Grade: 2

in writing could be higher. The care, support and guidance provided by the school are outstanding. The school promotes excellent multi-agency links to ensure that pupils get the support they need. Leadership and management are good at all levels, and drive the improvement agenda. Governors challenge and support the school very effectively, but school improvement planning does not enable governors to gain a precise view of the school’s ambition for each cohort of pupils. The school has a good grasp of attainment by each cohort of pupils and by different groups of pupils. However, the manner in which data is collated makes the analysis of each cohort’s progress over time cumbersome. The upswing in reading results over the past few years demonstrates the school’s good capacity for further improvement.

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What the school should do to improve further

•raise expectations of more able pupils in mathematics so that they attain higher standards •ensure pupils have sufficient opportunities to write at greater length and in greater depth. •include annual reading, writing and mathematics targets for each year group within the school improvement plan so governors are better able to hold the school to account. •rationalise the use of data to facilitate the school’s evaluation of pupils’ progress over time.

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Grade: 2

Pupils start the school with levels of attainment that are just in line with national expectations. They settle quickly and make sound progress as they move through their Reception Year. Their rate of progress increases gradually as they move through the school. By the end of Year 2, many pupils meet challenging targets and attain standards that are securely in line with national averages. In 2005, the percentages of pupils reaching the nationally expected Level 2 in reading and mathematics were exceptionally high, whilst the percentage achieving this level in writing was average. Pupils make 2 Inspection Report: Damers First School, 7 February 2006 to 8 February 2006 slightly better than average progress in Key Stage 2 and, by the time they leave the school at the end of Year 4, pupils’ attainments are marginally above those expected nationally, although performance in writing remains weaker than that in reading and

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Grade: 2

mathematics. Data provided by the school demonstrate that looked-after children and pupils from minority ethnic backgrounds make progress in line with their peers. The progress made by pupils with SEN, including those with statements for speech and language difficulties, is very good and is a real strength of this inclusive school. However, the school has identified that more able pupils could attain better standards in mathematics, and inspectors agree.

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Grade: 2

Pupils’ spiritual, moral, social and cultural development is very good with some outstanding features. Pupils are friendly and confident. They clearly enjoy school and are keen to learn. Their attendance is above average. Pupils understand clearly the difference between right and wrong. The school motto - ‘Careful and kind always in my mind’ - guides the life of the school. The ‘thought for the week’ board provides further clear moral guidance. As a result, behaviour is very good both in classrooms and around the school and pupils consistently show respect for one another and for adults. Pupils make an outstanding contribution to the school community through, for example, using sign language in assembly, and taking part in the ‘playground friends’ scheme, where pupils learn to resolve conflict. Year 4 pupils take it in turns to act as playground helpers, a duty they undertake with enthusiasm and diligence. Pupils participate in

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Grade: 2

many out-of-school events such as swimming galas and thus develop their social skills as they mix with the wider community. The school council provides pupils with very good opportunities for taking decisions and teaching them how to consider the views of others. Pupils show a very good understanding of cultures other their own. For example, pupils have found out about and contributed to a display on Jewish heroes to enrich their work on Judaism in religious education. Pupils are encouraged to be healthy by, for example, eating fruit at break times and they take advantage of the many opportunities to take part in physical activities such as swimming.

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Grade: 2

The quality of teaching is good and, as a result, pupils make good progress and achieve well over time. In the best lessons observed, teachers were confident, had good subject 3 Inspection Report: Damers First School, 7 February 2006 to 8 February 2006 knowledge and used a variety of teaching styles to ensure pupils were fully engaged with the subject matter. They used questioning effectively to ensure that pupils were challenged at a level appropriate to their capabilities. Throughout the school, there is an effective accent on encouraging pupils to listen carefully to each other, to pause in order to think and to respond clearly and with a sense of audience. Marking helps pupils to improve their work. Teachers know their pupils well; assessment is used effectively to match tasks to pupils’ different abilities. The teaching and assessment of reading is strong, and pupils use their phonetic knowledge when they

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Grade: 2

read and write. The teaching of writing is more variable. There is some outstanding practice, leading pupils to produce writing that is lively and thoughtful. Sometimes, however, lesson introductions are too long and pupils do not have sufficient time to develop and improve a piece of writing. Teaching is inclusive and resources are very well used to ensure that pupils with SEN are actively engaged in lessons. These pupils are well supported by teaching assistants and they make very good progress. In some mathematics lessons, there is insufficient challenge for more able pupils.

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Grade: 2

The curriculum is good and provides pupils with a broad range of well-planned and exciting activities. A variety of educational visits and visitors to the school add further interest. The provision for physical education is very good. The school’s swimming pool is used well to promote high standards in swimming and a good awareness of water safety. There is very good specialist provision for music. Pupils are able to join the school choir and to learn to play an instrument. Pupils’ musical enthusiasm was demonstrated during an assembly when Year 2 taught reception children a lively song with actions about dinosaurs. The school has received the ‘Artsmark Gold’ award for the quality of its creative curriculum. Much work has been undertaken since the last inspection to develop a curriculum which meets the needs of pupils more effectively. There is now more emphasis on developing their basic skills, particularly in language and communication, and on

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Grade: 2

making links between subjects. However, curriculum planning does not yet provide sufficient challenge for more able pupils in mathematics.

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Grade: 1

Pupils with SEN receive very good support that enables them to make very good progress. The school has outstanding systems for monitoring the progress of looked after children, Traveller pupils and pupils from minority ethnic backgrounds; it ensures that these pupils make social and academic progress in line with their peers. The school has outstanding links with a range of outside agencies, and promotes excellent multi-agency working to ensure that the needs of vulnerable pupils are considered and met. 4 Inspection Report: Damers First School, 7 February 2006 to 8 February 2006 The health and safety of pupils is taken very seriously and risk assessments are carried out regularly. Pupils are encouraged to behave in a safe manner; they say that they feel safe when they are at school, and that there is someone to whom they can turn if they feel worried. Pupils are given very good guidance on how to deal with bullying.

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Grade: 1

They are taught about the safe and proper use of the Internet. The school has acted robustly but sensitively when following its detailed and very effective child protection procedures.

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Grade: 2

The school is well led and managed at all levels. The headteacher has striven to create an inclusive and welcoming school, and in this she has been successful. Several parents of vulnerable pupils and pupils with SEN told inspectors how much they value the school because it meets their children’s needs. The headteacher sets a clear direction for the work of the staff. She is ably supported by a talented senior team, who have a very clear view of the strengths of the school and convincing plans to address those areas which require improvement. There are secure systems to keep the performance of the school under review; the school has a good grasp of attainment by each cohort of pupils and by different groups of pupils. However, the manner in which data is collated makes the analysis of each cohort’s progress over time cumbersome. The school regularly canvasses the views of staff, pupils, parents and governors when

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Grade: 2

considering improvements. There is clear evidence that the school has acted upon the views of these groups where appropriate. Governors have a clear overview of the work of the school. They take seriously their role in holding the school to account but school improvement planning does not enable them to gain a precise view of the school’s ambition for each cohort of pupils. Improvements since the last inspection demonstrate that the school has good capacity to continue to develop. 5 Inspection Report: Damers First School, 7 February 2006 to 8 February 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Damers First School, 7 February 2006 to 8 February 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 3 The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 2 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 1 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 1 The extent to which learners make a positive contribution to the community NA 2 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 1 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Dear Children, Thank you for the very warm welcome you gave to us when we visited your school recently. We told the school council that we would write to you to tell you what we found out. Here are just a few of the things we liked about your school: •You all work well together and every child at the school feels included. •Your teachers are always thinking about what is best for you. •Your school is a good school. You are well taught, you work hard and you make good progress. •You like being at school, and you feel safe there. •You behave very well, and are friendly to each other and polite to visitors. You clearly think about your school’s motto: ‘Careful and kind always in my mind’. There are a few things that we want to be better. We have asked your teachers to make sure that you get more time to practise, improve and finish your writing, and to give some of you harder work in mathematics. We wish you every success in the future. Keep up the good work!

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