Davison Church of England High School for Girls, Worthing

About Davison Church of England High School for Girls, Worthing Browse Features

Davison Church of England High School for Girls, Worthing


Name Davison Church of England High School for Girls, Worthing
Website http://www.davison.w-sussex.sch.uk/
Ofsted Inspection Rating Good
Address Selborne Road, Worthing, BN11 2JX
Phone Number 01903233835
Type Secondary
Age Range 11-16
Religious Character Church of England
Gender Girls
Number of Pupils 1315 (100% girls)
Number of Pupils per Teacher 17.7
Local Authority West Sussex
Percentage Free School Meals 9.4%
Percentage English is Not First Language 9.5%
Persistent Absence 9.6%
Pupils with SEN Support 9.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (29 April 2014)
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Information about this school

Davison Church of England High School for Girls is a larger than average 11 to 16 girls? school. The current headteacher was appointed in September 2013. The majority of students are White British, with others from Other White and Bangladeshi backgrounds. The proportions of students from minority ethnic groups and those who are learning English as an additional language are similar to national averages. The proportion of students supported by school action is above the national average. The proportion of students supported by school action plus or with a statement of special educational needs is in line with the national average. The proportion of students eligible for the additional government funding, known as the pupil premium, which is provided for those students known to be eligible for free school meals, looked after children and children from service families, is below the national average. The number of students eligible for the Year 7 catch-up premium is very small as most students enter the school in Year 8. This extra funding is provided by the government to support those students who have not reached the expected standards in English and mathematics by the end of Key Stage 2. However, there is provision for students to enter in Year 7 to accommodate girls in neighbouring catchment areas where the age of transfer is different. Three students are educated off site at Asphaleia in Worthing, Freshbrook in Lancing and the Chalkhill Unit at the Princess Royal Hospital, Haywards Heath. The school meets the government?s current floor standards, which set the minimum expectations for students? attainment and progress at the end of Year 11.

Summary of key findings for parents and pupils

This is a good school. Previous underperformance has been tackled so that achievement is now good and improving rapidly. From their low starting points, all groups of students achieve well, including disabled students and those who have special educational needs, and those students who are eligible for additional financial support. Teaching is good, and improving. Teachers enjoy good relationships with, and have high expectations of, their students. Students and staff are very proud of their school and are highly committed to its values and ethos. Students behave well in lessons and around the school. Students? security and safety are outstanding. Attendance is good and improving. Exclusions are reducing. In the short time since his appointment, the headteacher has taken decisive action to improve teaching and behaviour, as well as, rightly, trusting senior leaders and middle managers and giving them additional responsibility. The curriculum and the provision made for students? spiritual, moral, social and cultural development are major strengths of the school. The school is well governed. Governors are knowledgeable about the school and have a good understanding of its strengths and areas for improvement. It is not yet an outstanding school because : The progress of students is not yet outstanding. Over time, there has been some variation in students? attainment and progress. Not enough teaching is outstanding. Low level disruption is evident in a small number of lessons. Teachers? feedback on students? work does not always give students clear enough guidance on what they need to do to improve their work further. The improvement in monitoring and evaluation of teaching and learning by leaders is still relatively new so that its impact on achievement remains limited.