|Name||David Game College|
|Address||31 Jewry Street, London, EC3N 2ET|
|Number of Pupils||247 (60.7% boys 39.3% girls)|
|Local Authority||City of London|
|Percentage Free School Meals||0.0%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||13.8%%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
What is it like to attend this school?
Students receive high-quality education and flourish at this nurturing school. It is a very calm, friendly and welcoming place. Students told us that they love coming to school and said that it is ‘like a small family’. Students treat each other with great respect. They show maturity and confidence. The positive relationships between students and staff are exceptional.Students have superb attitudes to learning and are self-motivated to do well. Staff provide students with excellent care and support with their academic and personal development. Teachers have very high expectations of students’ achievement. By the time students leave the school, they are very well prepared for the next steps in education and future life.Students feel very happy and safe. Staff know them well. Students said that bullying is very rare. They struggled to recall incidents of bullying or harassment. Staff listen to students’ concerns and provide them with appropriate support and guidance. Students’ behaviour is exemplary.Students take part in a range of activities to widen their experiences and improve their confidence. This includes educational visits, sports activities, debating and student council, drama society and music club. Parents and carers are very positive and complimentary about the school and its staff.
What does the school do well and what does it need to do better?
The proprietor and school leaders are highly ambitious for students. Leadership at all levels is purposeful and consistently strong. The principal works effectively with leaders, including the proprietor and governors, to ensure that high-quality education is sustained. Governors provide strong support and challenge to senior leaders and hold them to account for the work they do. Leaders ensure that all the independent school standards are consistently met.The curriculum is broad and rich and meets the needs of all students exceptionally well. Leaders ensure that all subjects are appropriately planned and sequenced to help students develop essential skills and knowledge. Staff receive effective training and support so that leaders’ plans are fulfilled.Teachers have excellent subject knowledge. They regularly check students’ recall of what they have learned over time. Any misconceptions are swiftly identified and corrected.Leaders’ plans ensure that students understand and revisit topics, and build on their knowledge and skills further. For example, in physics, students reinforce their learning about magnetic effect of a current before moving on to learning about electromagnets. In English, students build on their previous knowledge of slavery and racism through considering the poem ‘Still I Rise’ by Maya Angelou.Teachers use assessment to inform planning and teaching of the curriculum to meet the needs of all students. Leaders ensure that the school’s systems are effective while being mindful of staff’s workload and well-being.Students’ behaviour and attitudes are excellent. They value their education and are attentive to their teachers’ expectations and guidance. Students achieve highly and gain excellent qualifications.Staff have high expectations of all students, including those with special educational needs and/or disabilities (SEND). There is high-quality support for students with SEND to help them achieve their very best and develop confidence. There is exceptional support for students who arrive during the year, many of whom speak English as an additional language. As a result, they quickly catch up with their classmates.The school’s work to promote students’ personal development and welfare is exceptional. Students’ well-being is at the heart of the excellent care and support that the staff provide. Their studies are enriched with a wide range of extra-curricular opportunities, for example visits to museums, field trips, music and drama activities.There is an impressive programme of personal, social, health and economic (PSHE) education. Students learn about equality issues, protected characteristics and current affairs. They value diversity and are prepared well for life in modern Britain.Students receive excellent impartial careers advice and guidance. Sixth-form students choose A-level subjects to study which will help them achieve their career aspirations. They attend career fairs and workshops and receive advice from their personal tutors. They take part in relevant work experience linked to their chosen careers. Students are extremely well prepared for the next stage of their education. All students go on to further education, nearly all to study their chosen courses at universities.The school is compliant with the schedule 10 of the Equality Act 2010.
The arrangements for safeguarding are effective.
There is a strong culture of vigilance throughout the school. All staff receive up-to-date training on safeguarding and how to keep students safe. Staff know the correct procedures to follow if they have any concerns about students’ safety and welfare.Safeguarding leaders work effectively with external agencies and parents to resolve any concerns. They keep secure and comprehensive records of concerns.Students feel safe. All the required risk assessments are carried out effectively to ensure the health and safety of students.The school safeguarding policy meets the current statutory requirements and is available on its website.