School information

SUMMARY OF INSPECTION

2. THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1 Danes Hill School creates a good range of educational opportunities, suited to the interests, aptitudes and needs of its pupils.  In so doing, the school successfully achieves its declared aim to provide an environment in which all children can develop at a pace that is appropriate to their ability and temperament.  In the last inspection, the curriculum was judged to offer a very good, broad and balanced general education suited to all pupils across the full age and ability range.  This continues to be the case.

2.3 The total educational experience contributes successfully to developing all areas of learning.

2.4 A range of expert outside sports and games coaches, together with the growing provision for individual music tuition, demonstrates the commitment of the school to giving pupils the widest possible range of educational experiences.

2.5 Pupils’ educational experience is greatly enhanced by the wide reach and the excellent quality of extra-curricular activities including, among others, activities such as rowing, Japanese, Mandarin, chess, modelling and gardening.  Pupils who join the chess or rock-climbing clubs are encouraged to compete at local and national levels.  Pupils’ participation in plays, concerts and in a variety of choirs, music groups and orchestras gives them opportunities to perform with others in front of audiences so developing teamwork and self-confidence as well as artistic talent.  The wide range of games, expeditions, trips abroad and residential activities round out a positive educational experience.

2.6 Pupils are well prepared for moving to the next stages of their education within the school.  Visits, well-orchestrated liaison and sharing of information smooth the transition between the stages.

2.7 The curriculum prepares pupils well for adult life.  Pupils develop a good understanding of key social and personal issues as part of the excellent PSHE programme.  The leadership and the structure of the programme are of a high standard.

2.8 Pupils of all abilities benefit from access to the broad range of subjects and activities and from the good quality of teaching.

Pupils’ Learning and Achievements

2.10 The school successfully meets its aim of providing a high quality education in an environment where children can develop at a pace that is appropriate to their ability.

2.11 Standards in numeracy and literacy are high, as is the development of the essential skills for work and study.  Pupils make excellent use of these abilities and skills in the subjects and activities provided.

2.15 The school does not use national testing arrangements at ages 7 or 11.  Observations in lessons, discussions with pupils and scrutiny of pupils’ work show that standards are good in relation to their abilities.  Pupils are highly successful in securing places at a range of secondary schools at the ages of 11+ and 13+, with high numbers of pupils winning academic and other scholarships. In their final year, some pupils take gCSE examinations in modern foreign languages and achieve high grades.

2.16 The high levels of achievement recorded across so many different disciplines reflect the success of the school in pursuing excellence for its pupils across a wide range of activities.  Through their participation in these, pupils develop leadership skills, work collaboratively, build self-discipline and learn to use their skills to the benefit of others.

2.18 Pupils’ enjoyment is a feature of many lessons, helping to create a positive atmosphere that supports learning.  The enthusiasm pupils show for learning and their participation in many subjects is a noteworthy feature of these lessons.

2.19 Pupils settle quickly to class work and are eager to co-operate with their teachers.  Starting with the EYFS setting, pupils’ responses to the high expectations of staff are extremely good.  Behaviour is always good and is a consequence of the excellent relationships between teachers and pupils and a result of the lively pace and imaginative teaching the pupils often encounter. 
Spiritual, Moral, Social and Cultural Development of Pupils 

2.21 Pupils’ spiritual development is outstanding.  They combine confidence and a strong sense of self-worth with concern and respect for others.  In lessons, activities, and in all pupils do around the school, the emphasis is on them developing as responsible individuals aware of who they are and accepting their responsibility towards the school community.

2.22 The generosity of pupils in supporting a broad range of charities reflects their high level of moral awareness.  Extensive fundraising encourages pupils’ practical involvement in many projects designed to assist others.

2.23 Pupils are aware that they are responsible for their own behaviour and that the friendliness that characterises so much of what goes on in the school is underpinned by their considerate behaviour towards each other.  Pupils show an awareness of social issues beyond the school.  A well-run citizenship programme, which includes a wide array of visitors and trips such as those to the House of Commons and the European Parliament, means that pupils have an excellent knowledge of public institutions and services.  Pupils take great pride in their school.

The Quality of Teaching (Including Assessment)

2.26 Teachers are effective in teaching their pupils throughout the school.  The good quality of teaching is a major contribution to the success of the school in achieving its aims.  The standard of teaching recorded at the last inspection has been sustained.

2.32 The exemplary behaviour of pupils in lessons is a consequence of good teaching and of the outstanding relationships between teachers and pupils and between pupils themselves.

2.33 The generous quantity of materials and equipment and the high quality resources provided are used effectively.  Teachers make very good use of the facilities provided.

3. THE QUALITY OF CARE AND RELATIONSHIPS

The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils

3.3 The school provides highly effective support and guidance for all pupils throughout the school.  The high level of pastoral care is a major contributor to the personal development of pupils.  It adds to the positive atmosphere of the school, and assists the achievement of high standards in all areas of attainment.

3.4 Under the overall guidance of the head of pastoral care they constitute a team of highly effective managers and leaders enabling heads of year to give the day-to-day support pupils need.

3.5 The outstanding quality of relationships between staff and pupils and between pupils and pupils is a key element in creating and sustaining the ethos of the school.  Pupils first benefit from the quality of these relationships in the EYFS setting.  The relaxed rapport between staff and pupils in lessons and around the school speaks of positive relationships and helps create a positive atmosphere in which pupils can make progress and grow in confidence.

3.6 This regular monitoring by ICT staff is of a high quality and gives pupils every protection that could reasonably be expected.
3.12 The responses to the parents’ questionnaire, completed before the inspection, reflected very high parental satisfaction with the education and the guidance given to their children.

3.13 The inspectors found the level of support given by the learning support staff to be of good quality and in many lessons teachers guide and support pupils according to their individual needs.

3.17 The school has established outstanding and worthwhile links with the local community.  These links are promoted and actively pursued for the benefit of pupils and the general good of the school.

4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

The Quality of Leadership and Management

4.6 The unanimity of purpose in serving the needs of pupils is a characteristic of all those with leadership and management responsibilities throughout the school.  Equally significant is the strong commitment of teaching staff to working closely with these key leaders in improving the quality of learning and responding to the needs of individual pupils.

4.10 The administration of the school is excellent.  The administrative, catering and maintenance staff contribute to achieving the aims of the school by creating a welcoming and well-maintained environment within which pupils are educated successfully.  The high standard of their work, the positive way in which they deal with pupils and visitors and the concern they have to be supportive of the pupils characterise their work.  Support staff take great pride in the school.  Their commitment to its success makes a real contribution to the positive atmosphere of the school.

7. THE EFFECTIVENESS OF THE EARLY YEARS FOUNDATION STAGE (EYFS)

7.4 Children are very happy in the setting and approach all activities with enthusiasm and enjoyment.  Their responses to the high expectations of staff are extremely good.  All children achieve well for their ability and, for many, progress is excellent.  They have creative minds and enjoy using their powers of reasoning, working well both independently and in pairs and groups, showing respect for each other.  Their behaviour and their attitudes to learning are exemplary.

To view the full School Inspection Report, please click here