| Name | Charles Dickens Primary School |
| Website | http://www.charlesdickens.southwark.sch.uk/ |
| 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. |
| Address | Toulmin Street, London, SE1 1AF |
| Phone Number | 02074071769 |
| Type | Academy |
| Age Range | 2-11 |
| Religious Character | Does Not Apply |
| Gender | Mixed |
| Number of Pupils | Unknown |
| Number of Pupils per Teacher | 24.1 |
| Academy Sponsor | The Charter Schools Educational Trust |
| Local Authority | Southwark |
| Percentage English is Not First Language | 29.3% |
| Persisitent Absence | 7.4% |
| Pupils with SEN Support | 14.1% |
| Catchment Area Indicator Available | Yes |
| Last Distance Offered Available | No |
|
Highlights from Latest Full Inspection (24 September 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
What is it like to attend this school? Pupils told us that they are very happy coming to school. They said that their teachers are kind to them. We found that the school has high expectations of what each pupil can achieve, both academically and personally. Pupils enjoy their learning. They talked to us about different subjects with great enthusiasm and confidence. For example, in music, pupils said that they have the opportunity to see musical performances as well as the chance to perform at school. This motivates them to learn musical instruments, such as the guitar and drums. Pupils behave very well. They are taught how to behave and regulate their emotions. In lessons, we saw pupils quickly responding to teachers’ instructions. They are enthusiastic about their learning. Pupils relish the many opportunities they have to take on extra responsibilities. These help to develop their social and personal skills. Pupils take on roles such as those of school councillor, eco-warrior and peer mentor. Pupils told us that bullying does not happen at their school. They said that if someone says they are being bullied, a peer mentor talks through what bullying is. If they are bullied, they talk to their teachers, who deal with it quickly. What does the school do well and what does it need to do better? Leaders have thought carefully about what pupils should learn in each subject during their time at school. They have sequenced knowledge and skills well so that pupils build on what they already know. This is important because it helps pupils to have a secure understanding of their learning. The school provides an excellent quality of education for its pupils. Teaching across all subjects is highly effective and strengthened by the use of specialist teachers in art, music and French. We saw how pupils were inspired by teachers in a Year 3 art lesson. Pupils learned about an African artist and used digital art to replicate the artist’s patterns. They were astounded by their results! Pupils rise to the high expectations that the leaders and teachers have set for them. As a result, all pupils achieve very well. Leaders and teachers are determined that every pupil will learn to read. Younger pupils learn phonics early on and use this knowledge when reading. Teachers give pupils reading books that help them practise the sounds that they have learned. Leaders check that any pupil who is falling behind gets extra support. This closes the gaps in these pupils’ phonics knowledge and helps them with their reading.Older pupils told us that they enjoy reading. They showed us their reading passports with great pride. Teachers encourage pupils to read a wide range of books and give rewards for doing so. Governors are very good critical friends to leaders. They are tenacious in their analysis of the school’s progress and hold leaders to account. Teachers told us that they love working at this school. They said that leaders consider their workload. Pupils’ attitudes to learning are exceptional. They have a great thirst for learning. We did not see any pupil messing around in lessons. This is because leaders and teachers have carefully planned pupils’ learning and deliver it very well. The curriculum plans are very well adapted for pupils with special educational needs and/or disabilities (SEND). Leaders work with other professionals, such as the educational psychologist, to meet the needs of these pupils. As a result, these pupils achieve highly. The development of pupils’ personal, social and emotional intelligence is a great strength. Pupils have a range of worthwhile, well-taught activities and experiences. These help them to become active citizens. For example, pupils took part in a climate change protest about global warming. Pupils told us that they worried about animals in the sea eating plastic. Children in early years, including the two-year-olds, are extremely happy and safe. Staff are very well trained to help children develop speaking and listening skills. Children show high levels of concentration and involvement in their chosen activities. For example, we saw children in Nursery enthused in their construction of a train track. Staff encouraged them to use correct language, for example to describe the position of the tracks, and children could already count to eight. Children get a firm foundation in reading and mathematics. They achieve very well in the different areas of learning. For example, we saw children’s artwork in which they explored shapes and patterns created in the style of Matisse. Parents and carers are kept very well informed about their children’s learning and development. Staff do this in a variety of ways, including the use of notice boards and social media. Safeguarding The arrangements for safeguarding are effective. Staff are well trained to spot any changes to pupils’ behaviour. They know what to do if they think that a pupil is at risk. Leaders are very aware of the dangers in the local area. They teach pupils ways of keeping themselves safe. Pupils told us that they feel safe at school. They can talk to adults in the school or post their concerns in a ‘worry box’.Leaders check the internet searches in school to see if any pupils may need help in keeping safe online. Parents are also offered workshops to help them protect their children when using the internet. |
|