Dormers Wells High School


Name Dormers Wells High School
Website http://dwhs.co.uk/
Ofsted Inspection Rating Good
Inspection Date 17 May 2012
Address Dormers Wells Lane, Southall, Middlesex, UB1 3HZ
Phone Number 02085666446
Type Academy
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1392 (51% boys 49% girls)
Number of Pupils per Teacher 15.0
Academy Sponsor Dormers Wells Learning Trust
Local Authority Ealing
Percentage Free School Meals 15.6%
Percentage English is Not First Language 70.5%
Persisitent Absence 8.7%
Pupils with SEN Support 9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about the school

This slightly larger than average-sized school opened its sixth form in 2009. A higher than average proportion of students are known to be eligible for free school meals. Almost two thirds of students speak English as an additional language. There are many different ethnic groups. Two of these, Indian and Black African, represent about 20% each of the school community. The proportion of students supported by school action plus or with a statement of special educational needs is twice the national average. The majority of needs are related to moderate learning or behaviour, emotional and social difficulties. A small number of students have hearing impairment. A new specialist unit for them will open in September 2012 when the school moves into its new building. Mobility is high; new arrivals (some of whom are refugees) often have limited English and/or experience of schooling. The school has many quality marks and awards, including the Inclusion Mark, the Cultural Diversity Diamond Award and Leading Edge status. It has specialist status for mathematics, computing and applied learning. The school meets the current government floor standard, which sets minimum expectations for students’ attainment and progress. A serious incident that occurred at the school since the previous education inspection has been investigated by the appropriate authorities and is now closed. Ofsted does not have the power to investigate incidents of this kind. The welfare provision in the school was evaluated against the regulations that are in place and inspection judgements are based on the evidence available at the time of the inspection.

Key findings

This is a good school. The sixth form is good and has developed significantly in its third year. All students receive outstanding academic and pastoral support and quickly settle in this most calm and harmonious school. The school is not yet outstanding because the good progress most students make, particularly evident in English and mathematics, is not seen consistently in all subjects and higher attainers do not always make the progress of which they are capable. Students’ achievement is good. Several factors affected Year 11 students’ progress in 2011, and GCSE results were below expectations. This interrupted the upward trend in standards since the last inspection, which led to results matching those seen nationally for the first time in 2010; students are attaining at similar levels to 2010 this year. Students concentrate very well in practically all lessons and are enthusiastic learners. Behaviour is good overall but exemplary in many lessons and around the school. Students have very positive attitudes to learning. Above average attendance continues to improve. Students feel very safe and safeguarding procedures are excellent. Teachers are enthusiastic, make lessons interesting and build up students’ confidence. They focus on extending students’ literacy skills, for example by defining subject-specific vocabulary, and often link work to the outside world. They do not always prepare work to match the varied abilities of students, especially higher attainers, or give students enough time to work independently. It is the headteacher’s and senior leaders’ outstanding leadership that has generated improved attainment and progress and the quality of assessment, teaching and professional development; the latter is effectively linked to performance management. The high quality citizenship and personal, social and health education (CPSHE) programme contributes to the outstanding provision within the curriculum for their spiritual, moral, social and cultural development. The delivery and use of information and communication technology (ICT) is not fully up to date as its development has been hampered by limited facilities, now being addressed in the new building.