|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||25 January 2012|
|Address||190 Ewell Road, Surbiton, Surrey, KT6 6HL|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Academy Sponsor||Orchard Hill College Academy Trust|
|Local Authority||Kingston upon Thames|
|Percentage Free School Meals||16.1%|
|Percentage English is Not First Language||25.5%|
|Pupils with SEN Support||12.3%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about the school
Dysart is an average sized school when compared with other special schools. The school provides for pupils with severe learning disabilities, as well as those with profound and multiple learning disabilities; a high proportion of pupils have a diagnosis of autism. All pupils have a statement of special educational needs or are being assessed. Almost half of all pupils are of White British heritage, with the next largest group being those from Asian backgrounds. A very small number of pupils are looked after by their local authorities and the proportion of pupils known to be eligible for free school meals is average. The proportion of pupils who are from ethnic heritages other than White British is above average, as is that of the pupils who speak English as an additional language. The school’s Early Years Foundation Stage children are taught in the Reception class.
Dysart is an outstanding school that provides an exemplary education. The quality of education in the sixth form is also outstanding. As one parent commented, ‘This is a terrific “family” school, and we wouldn’t want our child to go anywhere else.’ As a result of outstanding provision, children make significant gains in their learning, particularly in their early reading and communication skills, when they join the Early Years Foundation Stage. As they move through the school they continue to make rapid and sustained progress up to the time they leave the sixth form. Overall, teaching is typically outstanding and never less than good. Its impact together with an exciting curriculum leads to the pupils achieving exceptionally well, whatever their needs, as they move through the school. Nevertheless, not all lessons are outstanding and teachers do not always show pupils how they can improve their work, or provide sufficient opportunities for them to learn by themselves. Pupils are so well supported and praised that they learn how to behave outstandingly well, both in lessons and around the school. They very quickly overcome any daily difficulties that occur, feel extremely safe and secure, attend exceptionally well and are keen to learn and have fun. They show immense respect and are kind and helpful to each other. As one pupil explained, ‘We keep each other happy.’ Almost everyone makes a significant improvement in their ability to concentrate. Pupils’ awareness of spiritual, moral, social and cultural issues is very carefully interwoven into the daily life of the school in exceptional ways. The headteacher provides outstanding leadership. He has an extremely clear vision of how the school should develop and is very ably assisted by the senior leadership team.