Van Gogh Primary


Name Van Gogh Primary
Website http://www.vangoghprimary.org.uk
Ofsted Inspection Rating Inadequate
Inspection Date 30 November 2016
Address Hackford Road, London, SW9 0RD
Phone Number 02077358348
Type Primary
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 660 (47% boys 53% girls)
Number of Pupils per Teacher 16.1
Academy Sponsor The Dunraven Educational Trust
Local Authority Lambeth
Percentage Free School Meals 28.7%
Percentage English is Not First Language 40.9%
Persisitent Absence 8.2%
Pupils with SEN Support 9.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school does not meet requirements on the publication of information about: - the content of the Years 10 and 11 curriculum - the courses available to pupils at key stage 4, including GCSEs - the date of the next review of the school’s pupil premium strategy - how the pupil premium allocation was spent last year and the impact of the expenditure on eligible and other pupils - the Year 7 literacy and numeracy catch-up premium - the effect of the PE and sport premium on pupils’ participation and attainment in PE and sport, and how improvements are sustainable. The school does not comply with Department for Education guidance on what academies should publish about an accessibility plan and equality objectives. The school is larger than the average-sized all-through school. The school has added an extra key stage since the last inspection. Durand Academy is based on three sites: one near Midhurst in West Sussex and two in London. The Mostyn site in London caters for the early years and Years 1 to 3. The Hackford site houses Years 4 to 9. The St Cuthman’s site, near Midhurst, offers boarding and education provision to Years 10 and 11. The proportion of pupils known to be eligible for free school meals is well above average. The proportion of pupils who speak English as an additional language is well above average. The proportion of pupils who have special educational needs and/or disabilities is above average but the proportion with an education, health and care plan is low. The school meets the current government floor standards.

Summary of key findings for parents and pupils

This is an inadequate school Senior leaders and governors do not ensure that safeguarding is at the top of their priorities. They do not translate policies into effective practice. Leaders are not fulfilling their responsibilities to ensure pupils’ welfare. They cannot account for the whereabouts of all pupils or ensure an appropriate education for everyone. Senior leaders and governors do not have a detailed enough overview of the school’s performance. Systems to check quality lack rigour and precision. Weak leadership and governance do not have the capacity to challenge deficiencies and drive the necessary improvements. Teaching across the school is too variable. This means that pupils’ achievements are inconsistent. The rapid progress made in key stage 2 is not replicated in the early years or in key stages 1, 3 or 4. Achievement in writing across the school requires improvement. Many pupils do well, especially in the Year 6 tests. Others, including the most able and disadvantaged pupils, underachieve significantly. Provision and outcomes for Years 10 and 11 are poor. Weak teaching and a narrow curriculum limit pupils’ learning. The national minimum standards for boarding schools are not met. Safeguarding weaknesses have not been tackled effectively, including in the early years, because there is too little oversight by senior leaders and governors. The school has the following strengths Pupils’ achievements in the Year 6 tests are consistently well above expectations. Results in reading, writing and mathematics are in the top 10% of all schools in England. Pupils’ behaviour around the building is good, especially moving to and from classrooms. This is because pupils understand what is expected and the routines are well established. Strong teaching in key stage 2 has a very positive impact on pupils’ achievements. They make rapid progress from the beginning of Year 3 to the end of Year 6. Arrangements to promote boarders’ health are strong. Meals are of good quality and detailed health plans are monitored well. Compliance with national minimum standards for boarding schools The school must take action to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014, the national minimum standards for boarding and associated requirements. The details are listed in the full report.