|Name||Danson Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 April 2015|
|Address||Danson Lane, Welling, Kent, DA16 2BH|
|Religious Character||Does Not Apply|
|Number of Pupils||636 (51% boys 49% girls)|
|Number of Pupils per Teacher||23.8|
|Percentage Free School Meals||7.1%|
|Percentage English is Not First Language||20.6%|
Information about this school
Danson Primary School is much larger than the average-sized primary school and it has been expanding rapidly over the last three years towards a three-form entry. The proportion of pupils joining or leaving the school after the Reception year is higher than is usually found in schools, because when places become available they move nearer home. The Nursery has morning and afternoon part-time sessions and there are three full-time Reception classes in the early years provision. The large majority of pupils are White British. The proportion of pupils for whom the school receives the pupil premium is broadly average. This is additional funding for disadvantaged pupils known to be eligible for free school meals and children who are looked after. The proportion of disabled pupils and those who have special educational needs is below average. The headteacher is a National Leader of Education and the school supports three other schools in the local area. There have been several changes in teaching staff since the previous inspection and some teachers are on temporary appointments to cover long-term staff absences. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The school has a breakfast club and an after school club that are managed by the governing body.
Summary of key findings for parents and pupils
This is a good school. Excellent leadership and management are driving the school forward rapidly and pupils’ achievement has improved since the previous inspection and is continuing to improve. Leaders, managers and governors have managed the expansion of the school exceptionally well and are having an outstanding impact on the quality of teaching and pupils’ achievement. They are highly skilled at developing new staff and settling the increasing number of new pupils. The headteacher and the senior leadership team provide effective support for other schools in the local area. Senior and middle leaders are excellent role models with their own teaching, and are used well to support other teachers. Governance is highly effective. Governors are exceptionally knowledgeable about the school’s strengths and next steps. They are extremely rigorous in checking up on how well the school is doing. Spiritual, moral, social and cultural development is promoted very strongly. Pupils have very good opportunities to learn about British values and various cultures. Teaching is good because teachers and teaching assistants form very strong relationships with the pupils and share their good subject knowledge with them. Pupils’ behaviour is exemplary. Pupils work hard in lessons because they are very keen to learn. They are sensible when moving around the school and take their responsibilities very seriously. Pupils feel very safe at school and are exceptionally knowledgeable about how to stay safe. Pupils’ attainment has risen since the previous inspection from broadly average to above average by the end of Year 6. Pupils achieve well over time in reading, writing and mathematicsThe quality of writing is especially supporting pupils’ learning in other subjects.Children make outstanding progress in the early years provision. They are very confident and do well in all areas of learning. It is not yet an outstanding school because : Teachers do not always provide pupils with enough challenge, particularly at the start of mathematicslessons, so that pupils can deepen their knowledge and understanding. Not all pupils are making accelerated progress, because there are occasions when they are not completing work that is hard enough.