|Name||Days Lane Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 November 2011|
|Address||Days Lane, Sidcup, Kent, DA15 8JU|
|Religious Character||Does Not Apply|
|Number of Pupils||661 (48% boys 52% girls)|
|Number of Pupils per Teacher||25.0|
|Academy Sponsor||Days Lane Primary School|
|Percentage Free School Meals||5.2%|
|Percentage English is Not First Language||10%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
This school is larger than most primary schools. The proportion of pupils from minority ethnic backgrounds is below average, as is the proportion who speak English as an additional language. Lower than average proportions of pupils are known to be eligible for free school meals. The proportion of pupils who have special educational needs and/or disabilities is lower than average, as is the proportion who have a statement of special educational needs. The Early Years Foundation Stage consists of one Nursery class and three Reception classes. A new headteacher has been appointed during the past year, as have three members of the senior team. The school has gained Healthy Schools status and an Eco Schools award. A privately run breakfast club and after-school club take place each day but these were not included in this inspection.
Days Lane Primary School is a good school. Children get off to a good start in the Early Years Foundation Stage. This is built upon through the school, and pupils, including those with special educational needs and/or disabilities and those who speak English as an additional language, make good progress in line with their capabilities. This is because teaching is good. Excellent care, guidance and support mean that pupils enjoy school, feel extremely safe, get on well together, lead healthy lifestyles, behave well and play an important part in enabling the school to run smoothly. Pupils are gaining a good understanding of their responsibilities to each other, the school and wider community. Pupils’ attainment in English and mathematics at the end of Year 6 is high. Attainment in reading, writing and mathematics in Year 2 is also significantly above average. However, during the past year, the year 6 cohort did not make the good progress through key stage 2 that previous cohorts had done, but it was satisfactory. This is because of inconsistencies in teaching in key stage 2. There are no significant differences between the attainment and progress made by boys and girls throughout the school. The school’s monitoring and observation of lessons show that pupils’ progress is again good. Relationships between pupils and adults are consistently good, and this is a key feature of lessons. As a result, pupils try hard to please staff. Teachers ask searching questions that identify what pupils know and what they need to learn next. They provide pupils with key words they might use that help them spell correctly. Lessons include learning objectives but, on a few occasions, these do not consistently indicate what pupils at different levels of ability are to learn in lessons. The impact of this is that occasionally a few pupils do not achieve as much as they could. Teachers and teaching assistants provide good guidance to pupils in their groups during lessons, but pupils working independently do not always receive the support they need to make the progress of which they are capable. Marking provides encouragement and good guidance for pupils about how to improve. However, opportunities are not consistently provided for pupils to respond to suggestions made. The curriculum meets pupils’ needs well and is enriched by a wide variety of visitors to the school and visits to places of interest. The headteacher provides clear and decisive leadership, and strong teamwork between the headteacher, staff and the governing body is a notable feature of leadership and management. The headteacher and senior staff understand the needs of individual pupils very well. Their evaluations are accurate and rigorous, and have led to clear improvements in provision and outcomes for pupils. A number of senior staff and subject coordinators are new to their roles and have not yet had time to have an impact on improving progress and attainment in their areas of responsibility. Links with parents and carers are good. As one parent typically wrote, ‘We think this is a fantastic school.’ The governing body is keen and supportive. This, along with the good relationships throughout the school and the school’s success in maintaining high attainment in English and mathematics, demonstrates the school’s good capacity to sustain further improvement.