Dovers Green School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Dovers Green School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Dovers Green School.

To see all our data you need to click the blue button at the bottom of this page to view Dovers Green School on our interactive map.

About Dovers Green School

Name Dovers Green School
Ofsted Inspections
Headteacher Ms Nicki Starling
Address Rushetts Road, Reigate, RH2 7RF
Phone Number 01737245515
Phase Academy
Type Academy converter
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 272
Local Authority Surrey
Highlights from Latest Inspection

What is it like to attend this school?

The school has high ambition for all its pupils. The value of 'We're all special, we're all different' is deeply understood in this very inclusive school. Staff have high expectations of pupils.

As a result, all pupils achieve well. Pupils in the specially resourced provision, 'Badgers', are well supported by expert staff. Other pupils with special educational needs and/or disabilities (SEND) in mainstream classes have an equally positive experience.

Pupils' behaviour is exemplary. Staff make sure that pupils get into good routines quickly. Right from the start of early years, children are curious and enthusiastic learners.

They show kindness and acceptance t...owards each other. The school is a happy, safe and nurturing environment. Pupils know that staff will help them if they have a problem.

The school carefully considers the education of the whole child. Pupils love the many exciting activities offered during playtimes, which help develop their physical and social skills well. Older pupils relish taking on important leadership roles, such as the 'playground friends' who support younger pupils with their games.

The school's 'passport' shows pupils the wider activities in which they will take part, including singing in front of an audience and travelling to London on a train.

What does the school do well and what does it need to do better?

The school is determined that all pupils, including those with SEND and those who are disadvantaged, will achieve well. In early years, the curriculum is extremely well considered.

Staff plan carefully how children should develop their understanding. Children have ample opportunities to deepen their social and communication skills, and their knowledge of numbers and of the wider world. In key stage 1, school leaders have put in place a well-defined curriculum in most subjects.

This means that teachers are clear about the exact knowledge that pupils should learn and remember. However, in a few subjects, the curriculum is not planned precisely enough. This leads to some pupils achieving less well because they do not remember some of the important knowledge.

Teachers skilfully adapt instructions and activities to ensure that pupils with SEND follow similar learning as their peers. In early years, staff adeptly help children to build up their vocabulary through high-quality conversations. In key stage 1, teachers spot any misconceptions that pupils may have and address these straightaway.

Pupils with SEND rapidly grow in confidence, incrementally building their knowledge and skills. The most able pupils also achieve well thanks to teachers' high expectations. Pupils understand that it is fine to make mistakes because these help them to learn.

As one pupil said, 'I love it when I get to fix my problems in maths.'

The school has prioritised reading. Right from the start of early years, children are systematically taught the sounds that they need in order to become fluent and independent readers.

Children in Reception enjoy writing the letters they know independently, for example in the sandpit or in the mud kitchen. The school makes sure that reading books are matched to the sounds that pupils have been taught. Well-trained staff check regularly whether pupils need extra help and put additional support in place.

Pupils, including those with SEND, achieve well in reading.

Pupils are very proud of their school and show a love of learning. Strong relationships are the backbone of the school's success.

Adults routinely show pupils what respectful behaviour looks like. As a result, even the youngest children show consideration towards others. When pupils occasionally struggle to behave as the school expects, skilled staff support them in a sensitive yet consistent way.

Pupils' personal development is well considered by the school. Pupils are taught about healthy relationships, growing up and how to stay safe, including when online.Regular forest school activities help develop pupils' resilience and bring classroom learning to life.

Pupils have opportunities to make a meaningful contribution through the school council or the green team. They enjoy being active citizens, for example by fundraising for charity and singing in the local residential home.

Staff are well motivated and proud to work here.

They appreciate that leaders are considerate of their workload and well-being. Staff have regular and varied training that helps them to improve continually in their roles. Those responsible for governance and staff from the trust understand the school's strengths and areas for development well.

They offer a helpful level of support to the school.

Almost all parents and carers are highly supportive of the school. They feel that their children are thriving here.

One parent, summing up the views of many, commented, 'This is an amazing school where staff go above and beyond.'


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the curriculum is not planned as precisely as it is in the strongest.

This leads to variability in what is taught. Some pupils do not achieve as well in these subjects because they do not remember the key knowledge. Leaders at all levels should ensure that the curriculum across all subjects is planned with the same degree of precision as the strongest.

Also at this postcode
The Outdoors Project Reigate & Redhill

  Compare to
nearby schools