Dulwich Hamlet Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this school. Leaders have developed a 'glittering curriculum' which is broad, balanced and stimulating. This curriculum succeeds in developing pupils' curiosity, independence and resilience.

Teachers are skilled at making sure that classroom activities are engaging and challenging for pupils. This includes pupils with special educational needs and/or disabilities (SEND), who are very well supported to access the full curriculum. Pupils achieve very well so that they are well prepared for the next steps in their education.

A carefully thought-out programme of enrichment activities supports pupils' learning and develops their talents. Leaders make sure ...that pupils from all backgrounds access these opportunities and take up is high; for example, over a third of all pupils come to choir practice before school starts every Wednesday. Many pupils take on leadership responsibilities.

Pupils enjoy coming to school and feel safe and happy. This leads to exceptionally positive attitudes to learning and high attendance. Pupils are polite and respectful to each other and to adults.

Bullying is very rare, but it is dealt with very quickly if it does happen.

Leaders are rightly proud of their school, but are continually striving to improve. This means that staff benefit from highly effective ongoing training and development.

What does the school do well and what does it need to do better?

Leaders have put in place a rich and balanced curriculum. This has been sequenced carefully to help pupils learn more and remember more over time. Leaders have thought very carefully about creating links between different subjects.

For example, the chosen reading book will have themes that are also studied in music, art and geography. This helps to deepen pupils' understanding. There is high ambition for all.

For example, teachers believe that all pupils have the potential to be successful artists, and they encourage pupils to use sophisticated vocabulary to describe their art.

Reading is prioritised across the school. Leaders have developed a reading curriculum that reflects the diversity of the school community.

Pupils are encouraged and supported to read widely. The school environment, including the very well-resourced library, promotes reading and an interest in literature. Pupils who need additional support with reading are identified early.

Trained staff make sure these pupils have the tools they need to decode words so that they can start to read fluently.

Teachers have strong subject knowledge. Teachers constantly check pupils' understanding so that they are quick to identify any mistakes or misconceptions.

Staff know pupils very well and make adjustments for some pupils as necessary.This means that pupils with SEND access the same rich curriculum as their classmates.

Leaders have very high expectations of pupils' attitudes to learning, including high attendance.

Pupils work hard in lessons and take pride in their work. Learning is not disturbed by poor behaviour. Pupils understand that discriminatory and unkind language is not tolerated.

Pupils support each other to behave well, for example some act as play leaders who help to regulate activities at social times.

Leaders make sure that pupils are developed beyond the academic curriculum. A carefully considered programme of personal, social and health education (PSHE) helps pupils learn how to stay safe, and teaches them about healthy relationships.

Leaders provide a wealth of opportunities for pupils to take on additional responsibility in the school. In addition to the school council and the eco-council, pupils help each other in their roles as sports mentor or music mentor. The very wide range of clubs and activities are well attended by pupils.

These help to develop pupils' interests and talents, for example in yoga, cookery, street dance and capoeira.

Trustees and governors know the school very well and are well placed to fulfil their statutory duties. Regular contact with parents and carers, staff and pupils ensures that governors make informed decisions.

Leaders use their expertise and experience to support other schools. Leaders develop staff expertise through a high-quality programme of ongoing professional development. This includes teachers who are new to the profession and support staff.

Staff are very proud to work in this school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have embedded a very strong culture of safeguarding and vigilance across the school.

Leaders ensure that all staff are appropriately trained and constantly updated on important safeguarding information. This means that staff know to report any concerns, no matter how small. Leaders show tenacity in making sure that vulnerable pupils get the support that they need.

Pupils trust the adults in the school. They know that they can report any concerns to staff. Pupils have been taught about how to keep themselves safe, including how to stay safe on public transport as well as online.

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