The Charter School East Dulwich

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The headteacher of this school is Alison Harbottle. This school is part of the Charter Schools Educational Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Cassie Buchanan, and overseen by a board of trustees, chaired by Jonathan Slater.

What is it like to attend this school? ...

This is a highly inclusive school that provides an exceptional education for the pupils. Leaders have extremely high expectations for all. This ensures that all pupils, including those with special educational needs and/or disabilities (SEND), can thrive.

Working relationships between staff and pupils are very positive. Pupils are proud of their community and create a positive and welcoming environment. Although the school continues to grow in size, staff know all their pupils individually.

This ensures that pupils remain safe in school.

Pupils are polite, friendly and hard-working. Behaviour is positive in lessons and around the school site.

During lessons, pupils are focused, enthusiastic and committed to their learning.

Pupils have access to a wide range of extra opportunities in the school. Most pupils make strong use of the wide range of clubs on offer.

These include various sports and music groups, Rubik's Cube and debating clubs. Pupils can also access a range of leadership opportunities, including student ambassadors and 'eco-club'. In the sixth form, students support younger pupils through responsibilities including peer readers and mathematics tutors.

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

Leaders have developed a highly ambitious curriculum for all pupils in the school. This includes extremely strong support for pupils with SEND. The curriculum is designed to ensure that pupils develop knowledge and skills very effectively.

Teaching ensures that pupils can use subject-specific vocabulary confidently. Leaders have robust systems in place to ensure that there is a high level of consistently strong practice among staff.

Teachers have strong subject knowledge and present information clearly.

They make effective adaptations during lessons so that pupils with SEND access the curriculum successfully. Teachers are highly skilled at checking pupils' understanding and addressing any misconceptions swiftly. Support staff are used very effectively in lessons to ensure that pupils learn confidently.

Teachers have extremely high expectations for the quality of work that pupils produce. As a result, pupils routinely complete work to a very high standard. They demonstrate a deep understanding of what they are learning.

Teaching enables pupils to apply their learning to a range of contexts. This deepens pupils' knowledge and skills. For instance, pupils in Year 9 could confidently discuss the key themes of the text 'Purple Hibiscus' and relate this to their current text of 'Othello'.

The school identifies pupils who may struggle with reading swiftly. Leaders diagnose the specific needs of these pupils and put bespoke support in place. This enables pupils to develop their reading fluency and confidence rapidly.

Pupils read regularly in school, both during lessons and for pleasure. Teachers receive high-quality training to support pupils with reading and to develop their spoken language during lessons.

Pupils' attitudes to learning are extremely positive.

Systems to support behaviour are clear and applied consistently by staff. Leaders ensure that pupils' attendance is high. They communicate effectively with parents and carers.

The school has robust procedures in place to enable pupils to attend school regularly.

The school's personal development curriculum has been coherently planned to ensure that pupils' knowledge and understanding deepen and build over time. Leaders closely check curricular aims so that pupils are taught about how to keep safe and healthy.

For example, a unit about online gaming was introduced to the Year 7 curriculum as a result of parental feedback.

Pupils have access to a wide range of outings that offer both academic and cultural experiences. These include visits to museums, performances and various trips abroad.

The school also welcomes a range of external speakers to enhance pupils' academic and pastoral development.

Leaders make sure that all pupils access high-quality careers advice and guidance. All pupils have the opportunity to attend work experience.

Students in the sixth form receive well-developed guidance for their future education and employment. This includes support in completing applications for university and other post-16 pathways.

The governing body understands the strengths and priorities of the school and carries out its role effectively.

It has a clear strategic vision and provides appropriate challenge and support to leaders.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in November 2018.