Dagenham Park CofE School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school School leaders and governors have aspirations of excellence for their school and the pupils. They have focused sharply on improving teaching since the previous inspection. As a result, pupils learn well and are making better progress.

The school's Christian ethos is displayed through the respect pupils have for each other. Pupils strongly appreciate their diverse community where all are valued. Adults know the pupils very well and the level of care for individual pupils is high.

Pupils' behaviour in lessons and around the site is good. Pupils are proud ambassadors for the school and create a warm and welcoming atmosphere within the school.... Personal development and welfare are outstanding.

Achievement in English and mathematics is rising strongly. The proportions of pupils making more than expected progress in English is above that seen nationally and in mathematics it is in line. Disadvantaged pupils make more progress than their peers across a range of subjects, including in English and mathematics.

Pupils who do not speak English acquire language rapidly through the excellent support they receive. The achievement of pupils who have special educational needs or disability is good. Good support from additional staff has ensured that these pupils make good progress.

Teaching is good because teachers have good subject knowledge and plan interesting and enjoyable lessons. Teaching is particularly strong in English and religious education (RE). Pupils know how to improve because teachers' feedback is precise and detailed.

The sixth form is good. Students are well taught, follow courses tailored to their abilities, and receive good advice about the next stages of their education and employment. It is not yet an outstanding school because : Some most-able pupils are not getting the highest grades.

In a few lessons work is not sufficiently challenging. Not enough students in the sixth form attain a grade C when they resit GCSEs in English and mathematics. White British pupils do not consistently make the same good progress as their peers in mathematics and in key stage 3 science.

They have not been sufficiently supported or challenged by work set in the past.

Information about this school

The school is larger than the average-sized school. More students than usual join the school at different times of the year.

A large number who join the school are pupils who speak English as an additional language. The proportion of disadvantaged pupils entitled to support through pupil premium funding is higher than average and includes nearly half the school. The pupil premium is additional government funding to support pupils who are entitled to free school meals or children who are looked after.

The proportion of pupils with special educational needs or disability is below the national average. The proportion of pupils with either a statement of special educational needs or an education, health and care plan is above the national average. The proportion of students from minority ethnic backgrounds is significantly higher than the national average.

The largest ethnic groups include pupils of White British heritage, those from 'Any other White background' and those from African descent. The proportion of pupils who speak English as an additional language is significantly higher than the national average. The school is one of four schools in the Southern Consortium.

These schools work together to provide sixth-form education in the area. The school runs no alternative provision. The school runs an on-site, specially resourced provision for pupils with special educational needs or disability, known as The Base.

This provides support for up to 30 pupils with moderate learning difficulties. The school meets requirements on the publication of specified information on its website. The school meets the government's floor standards, which set the minimum expectations for pupils' attainment and progress.

Since the previous inspection, the senior leadership team has changed. There has been a new deputy headteacher and assistant headteacher appointed. The special educational needs coordinator is also new in post.