Ofsted Report
Special measures: monitoring of Dashwood School
Report from the second monitoring inspection on 11 and 12 November 2008
Evidence
The inspector observed the school’s work, scrutinised documents and met with the job-sharing acting headteachers, senior staff, the chair and two members of the Interim Executive Board (IEB). Behaviour was also observed during playtimes, lunchtimes and in an assembly. Discussions were held with a group of older pupils, some of whom made the transfer from the previous premises and some of whom are new to the school. Younger pupils were spoken to in the course of their activities throughout the two days.
Context
The school has moved to its new site and buildings. The headteacher left at the end of the summer term. The IEB implemented their contingency plan and secured the services of an experienced headteacher from the local authority and the vice-principal of the local secondary school to jointly lead the school from the start of the September term. The new early years coordinator and Year 1 and Year 6 teachers are in post. An experienced teacher is covering the temporary vacancy in the combined Year 3 and Year 4 class; the post-holder is seconded to the secondary school. Other members of staff have changed year groups and middle management coordinator roles for English and mathematics were reallocated.
Achievement and standards
The 2008 results in all subjects were well below national standards in both the verified assessments for Key Stage 1 and the unverified tests results in Key Stage 2. The school did not meet its predictions or targets. Mathematics results were poor overall, although some pupils successfully reached the higher levels in Key Stage 2; the percentage doing so was still below that expected nationally. The potentially higher attaining pupils did less well in English. The overall results in science were better than in other subjects. In Key Stage 1 the standards in writing fell less than those in other subjects. Shortly after the last monitoring visit, the IEB became aware that the school’s own assessment data had serious flaws. It was found that it did not present a full and accurate picture based on sufficiently secure evidence. Pupils, including some higher attaining ones and those learning English as an additional language, had been incorrectly assessed. The board effectively challenged senior leaders over this situation. Since then the new leadership team has overseen a reassessment of all pupils. They now have a more accurate baseline from which to judge all pupils’ progress. These reassessments, done by a largely new staff, identified more pupils in all classes who were underachieving. Programmes have been put in place swiftly to begin to systematically deal with the newly identified gaps in pupils’ mathematics and phonic skills. As a result of the phonic programme, more pupils can now write increasingly accurate sentences. In all classes and in the new mathematics ability sets, pupil progress (often from very low starting points) is currently at least satisfactory. In addition, there are appropriate specific intervention groups to further assist pupils to catch up. The individual education plans have been updated for each pupil with special educational needs. In the Foundation Stage the end of year assessment, done at the end of the summer term, were not confirmed by the external moderator. The new Early Years Foundation Stage (EYFS) coordinator, who jointly teaches this age group, has therefore set up a completely revised assessment system and is regularly checking the accuracy and implementation of it by the Foundation Stage team.
Progress since the last visit on the areas for improvement:
Personal development and well-being
Pupils’ attitudes to the new school and their new classes are generally positive. They are settled and especially enjoy all the extra space both inside and outside the school buildings. There is a strong emphasis on pupils understanding their role and responsibilities within the school community. Pupils are clear what this means in practical terms and most endeavour to meet these expectations. While they enjoy lunchtimes and playtimes, they are not confident that any disagreements will be well mediated by the lunchtime supervisors. Behaviour outdoors is sometimes a bit unruly and pupils are unsure how to use the space to best advantage. They have too little equipment and insufficient stimulus. School council members felt this was something they can help think about. Behaviour in the school in the times between lessons is good and the wide corridors really help things to run well. During the Remembrance Day silence, behaviour was impeccable and good respect was shown by all. As yet, pupils are reluctant to propose suggestions and solutions to their own issues. They feel safe in school and know who can help them. Pupils are disappointed there is no hot food available yet. Generally, classes run smoothly and pupils feel the rules are fair and teachers apply them consistently. The three fixed term exclusions given this term are proportionate and appropriate and mostly relate to pupils who arrived after the start of term. Pupils’ basic skill levels are still in need of significant improvement if they are to catch up and prepare themselves for the future.
Progress since the last visit on the areas for improvement:
- improve pupils’ attitudes and behaviour and reduce fixed term exclusions – satisfactory
Quality of provision
Teaching is consistently satisfactory or better in all classes in Years 1 to 6. Regular monitoring by the acting headteachers effectively identifies both strengths and weaknesses. A new teaching and learning policy is planned to build on these findings. Training needs are promptly identified and time is given for support and advice when required. Staff had specific training to deliver the new phonics programme and have begun to implement it well. There is scope to build on this initiative by ensuring a close watch is kept on the momentum so that pupils move up rapidly through the groups as soon as they have mastered the requirements for the next level. Pupils’ learning has improved because teachers’ planning is better matched to their needs. In one mathematics set this still needs further refinement to ensure all pupils are fully challenged at all times. Pupils in all classes cooperate well in their small groups and most listen well during teacher input as more lessons now have more practical learning within them. Teaching in the school is sufficiently strong in some classes for teachers to learn from observing each other. Pupils know they must try their best but many are still easily distracted and have yet to develop enough self-discipline and motivation. For younger children the new EYFS curriculum is being implemented appropriately, with plenty of opportunity for children to initiate their own learning as well as learning from activities led by adults. The new Nursery and Reception children have made a good start to the year and their learning. Parents of this age group receive a regular EYFS newsletter; this helps them understand how they can support children’s learning at home. Pupils throughout the school are cared for and guided appropriately. The high numbers of parents attending teacher–pupil conferences across the school recently are an encouraging sign; however, the pupils’ attendance rate has dipped since the move to the new school. (This is so even when the recent chickenpox outbreak is removed from the figures.)
Progress since the last visit on the areas for improvement:
Leadership and management
There has been a complete change of leadership at senior and middle levels since the last monitoring visit. Despite this, the IEB has held the school steady, prepared the ground for the new leadership team and acted promptly and effectively. Given the potential upheaval and distraction posed by the move to the new premises, they have done well to ensure a smooth and safe move of premises and an orderly transition of leadership. The school continues to make steady progress on four of the five key issues from its first inspection. On the issue of raising achievement and standards the IEB have supported measures that got to the bottom of some previously hidden aspects of weak assessment practice. This enabled the new senior leadership team to get off to a very strong start as the issues were clearly identified. The new acting headteachers are already having a good impact on the school. They reviewed and revised the school development plan to begin tightening the focus on raising achievement and standards in specific time-measured steps. Pupil target setting was postponed until it could be based on more solid evidence. The procedure for tracking pupils’ progress has been improved. The first round of teacher performance management has been undertaken after careful classroom monitoring. Middle managers were appointed. The key tasks for all staff are made exceptionally clear and the progress expected for all pupils has been established. Most staff cooperate fully with this drive to improve the school and the rate of pupil progress. The senior team take a firm approach to calling them to account. The new middle managers are leading their areas of English, mathematics and the EYFS with energy and enthusiasm but are not all experienced in these roles. There is still much to be done; regular checks on pupil progress are planned and it is recognised that checks and rechecks will be needed so that the assessments are accurate and all staff understand how to level and moderate the work effectively. The school demonstrates an increased capacity to evaluate itself accurately and to take timely action to improve further. The IEB are investigating ways to secure the leadership of the school in the longer term. Diligent work has ensured that health and safety is good on the new site. The school was awarded an excellent outcome in the recent external health and safety audit. Small issues are still being dealt with as they arise on the new site.
Progress since the last visit on the areas for improvement:
External support
The initial positive engagement of the intensifying support programme staff did not produce the expected pupil outcomes in 2008. However, there is generous ongoing support by the relevant consultants and the impact is more likely to be seen this year if the staffing in the school continues to be stable. The local authority has supported the IEB by dealing promptly with any issues they raised and helping them arrive at solutions to staffing. The school has a new school improvement partner who is due to visit shortly to help with the target setting.
Priorities for further improvement