|Name||Dog Kennel Hill School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 September 2011|
|Address||Dog Kennel Hill, East Dulwich, London, SE22 8AB|
|Religious Character||Does Not Apply|
|Number of Pupils||432 (51% boys 49% girls)|
|Number of Pupils per Teacher||22.6|
|Percentage Free School Meals||17.8%|
|Percentage English is Not First Language||45.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
Dog Kennel Hill School is a larger-than-average school. The proportion of pupils who come from a range of minority ethnic heritages, and the proportion who speak English as an additional language, are both well above average. The proportion of pupils identified as having special educational needs and/or disabilities, which includes a range of learning, behavioural and emotional needs, is just above average. The proportion of pupils known to be eligible for free school meals is above average. Children join the Early Years Foundation Stage in the Nursery and also attend two Reception classes. The school has Healthy School status, holds the intermediate level of the International Schools award and has been given the Spanish School of the Year award by the Spanish Embassy. The school operates a morning breakfast club before the beginning of the school day.
Dog Kennel Hill School is a good school. It offers a welcoming and caring environment, which enables pupils to develop a wide range of personal qualities while making increasingly good progress in developing the skills which help them move smoothly into the next phase of their education. Parents and carers recognise the school’s success, a typical parental comment being, ‘We are particularly impressed by the focus on the children’s emotional, social and cultural development.’ Children in the Nursery and Reception classes make a good start to their school career, and the good progress they make there is continued throughout the school, with pupils reaching average levels of attainment overall by the time they leave at the age of 11. Attainment in English is increasingly above average. A small minority of pupils, including several from ethnic minorities, attain at a lower level and make inconsistent progress. This is usually when the teaching is less engaging and does not provide sufficient pupil activity. The school has been increasingly successful since the previous inspection in reducing other variations in attainment and progress. The gap once evident in attainment and progress between boys and girls has been narrowed as a result of the school’s focus on improving boys’ motivation and writing skills. Pupils with special educational needs and/or disabilities are well supported and make good progress. The many pupils with English as an additional language are now amongst the highest achievers. The most-able pupils, who had sometimes underachieved in the past, are now challenged much more effectively to reach their potential, mainly as a result of improved teaching. Increasing academic success is matched by good gains in pupils’ personal development. Attendance is average but has improved, and most pupils enjoy coming to school. Pupils behave well, feel safe and well cared for, enjoy taking on responsibility and get on very well together. They love the wide range of enrichment activities such as clubs and visits. Spiritual, moral, social and cultural development is outstanding. Pupils are encouraged to reflect on challenging concepts such as issues of personal and collective responsibility, as observed for example in discussions in assembly about qualities of leadership and the response to incidents of international terrorism. Parents, carers and pupils are enthusiastic about the school’s outstanding success in embedding Spanish throughout the school from the Nursery up to Year 6, gaining an award from the Spanish embassy. Links with schools abroad and the school’s success in addressing issues of cultural diversity have resulted in an International Schools award. The teaching is increasingly successful in meeting the needs of pupils, through teachers having high expectations and making good use of assessment, including some exemplary marking, to show pupils how well they have done and how they can improve their work. Occasionally, teachers talk for too long and do not encourage enough independent work, so although progress is good overall, a small minority of pupils do not always achieve as well as they should. The determination of the headteacher, shared by other school leaders, staff and governors, to continue the strong trend of school improvement, is underpinned by rigorous monitoring, accurate self-evaluation and appropriate planning for further development. This drive for success, combined with high expectations and a record of good improvement in addressing issues identified at the previous inspection, demonstrates that the school has a good capacity for sustained improvement.