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INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
210
6000 |
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Address |
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Telephone Number |
020
8693 3601 |
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Fax Number |
020
8693 6319 |
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E-mail Address |
info@dulwich.org.uk |
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Name of Master |
G
G Able Esq |
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Chairman of Governors |
Lord
Butler of Brockwell |
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7
to 18 |
Gender |
Boys |
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Number of Pupils |
1464 |
Number of Boarders |
113 |
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Inspection Dates |
4th
to |
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This
inspection report is based on a framework laid down by the Independent Schools
Inspectorate (ISI) and agreed with the DFES and OFSTED for the purposes of
ensuring that standards are maintained and that the school complies with
relevant legal requirements.
Recommendations are included to help the school improve. The report will be lodged with the ISI, the
Head of the school, the Governing Body, the DFES and OFSTED. A summary will be provided by the school
for all parents free of charge and the full report on request. Other interested parties may have the
summary or full report, subject to a charge for copying and postage. The report may not be selectively quoted in
the school prospectus or other promotional literature but may be used
selectively within the school. The
inspection does not examine the financial viability of the school or
investigate its accounting procedures.
The inspectors check the school’s health and safety procedures and
comment on any significant hazards they encounter: they do not carry out an
exhaustive health and safety examination. The
inspection was not carried out in conjunction with the National Care
Standards Commission and the report does not contain specific judgements on
the National Minimum Boarding Standards.
It comments on the progress made by the school in meeting the
recommendations set out in the most recent statutory boarding inspection and
evaluates the quality of the boarding experience and its contribution to
pupils’ education and development in general.
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1.1
1.2 The particular strengths of the College include the following areas.
· Strong leadership and very effective senior management provide a clear sense of purpose and direction.
· The teaching staff are fully committed to the best interests of pupils. They offer much good teaching at all levels in the College, and considerable time and expertise in the provision of very good pastoral care and a wide range of extra-curricular activities. They are well supported by a fine team of non-teaching staff.
· The positive ethos and friendly atmosphere at each stage in the school promote pupils’ confidence, social responsibility and pride in the College. The relaxed and easy relationships between boys from many different ethnic, social and cultural backgrounds are a feature of the College community, and create an atmosphere of happy and enthusiastic learning.
· The College offers excellent facilities and resources for learning on an extensive site.
· Other areas of excellence include: the facilities and arrangements for boarding; the quality of music performance; the libraries; the provision for careers guidance; and the extensive opportunities offered within the activities programme.
What the School Should Do Better
1.3 The College has no significant weaknesses but attention to the following areas would improve still further the high quality of the education it provides.
· Amongst much very competent and good teaching, the expectations of pupils are not always set high enough and the more able pupils are not always sufficiently challenged. Teaching content and method are not always adapted to the needs of different groups of pupils.
· Some heads of subject are not sufficiently active in promoting the highest standards of teaching and learning in their departments.
· Information and communication technology (ICT) resources and skills have been extensively developed but a strategic plan is lacking, to determine long-term aims and provide a framework within which departments can extend their use of ICT.
Standards of Attainment and Progress in Subjects
1.4
The baseline of ability in the
College generally matches the top 25% in the population as a whole, although a
number of boys in each year group fall below that level. Standards of attainment are at least
appropriate, and often good, in relation to the age and ability of the pupils. At Key Stage 2 in 2002, all pupils reached
the nationally expected level 4 in English and mathematics and approximately
two-thirds reached the higher level 5.
At GCSE, the proportion of A* and A grades is a little above the average
for maintained selective schools nationally.
At A2 level, the proportion of A and B grades is well above the average
for these selective schools. During the
inspection, attainment in lessons and in written work was of a good standard
and sometimes excellent. Much of the highest
attainment was seen in the
1.5
Progress overall is good but
some more able pupils in the Middle School make less rapid progress than they
might. Pupils receiving extra learning
support make good progress in the Junior and
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.6
Most pupils at the College are
competent learners. They are motivated
to learn and have good relationships with each other. In the
1.7 Behaviour in lessons is generally good but, outside the classroom, some pupils seem less aware and considerate of others. Nonetheless, many are helpful and courteous; they move sensibly around the campus with genuine friendship and mutual support in their particular groups. Pupils have a genuine pride in the College.
1.8 In two thirds of the lessons seen, teaching was good or better. It was rarely less than satisfactory and in a few cases was excellent. All teachers in the College have very good subject knowledge and the great majority of lessons are well planned. In many cases a variety of approaches is used but in a few lessons the teaching appears rigid and lacks differentiation for pupils of different ability. Sometimes, more able pupils in Key Stages 3 and 4 need a greater challenge and the needs of those with learning difficulties are not always well catered for in mainstream lessons. Class discipline is generally good; most lessons are managed effectively and kept moving at a good pace. In a very small number of cases an unsatisfactory lesson was the result of poor class management.
1.9 The College complies fully with all the statutory regulations concerning admission and attendance registers. Attendance levels are good throughout but many lessons start well after the scheduled time, and some lack of punctuality is tolerated.
1.10
Systems for assessing pupils’
academic performance are appropriate.
Pupils are assessed for entry to the College and routinely thereafter
using a variety of tests. Assessment and
recording of pupils’ progress in the
1.11 The quality of marking varies within departments and between the various sections of the College. At best it is supportive and diagnostic but sometimes little encouragement or constructive comment is included.
1.12 The curriculum supports a broad and balanced education in line with the aims of the College, and it is enriched by the many extra-curricular activities at all levels in the school. Access to the curriculum is good for all pupils. An effective learning support unit provides good support and pupils with English as an additional language are also catered for well.
1.13
The
Teaching and Non-teaching Staff
1.14
The quality of the teaching
staff is consistently high. Teachers are
hard working and committed to the development and welfare of the pupils. Staffing levels are generous and deployment
is generally effective. In Years 5 and 6
some specialist teaching is undertaken by
1.15 Effective schemes for teacher appraisal, professional development and performance management are in place. The induction procedures for new colleagues and for newly qualified teachers work well. The College organises a full in-service training programme, although not all departments take full advantage of the training programme to meet both the needs of the individual and of the College. All staff have been cleared by the Criminal Records Bureau or its predecessors. Pupils and teachers are very well supported by the non-teaching staff in all areas.
1.16
The College is well-resourced
in all areas of the curriculum. The ICT
department has sufficient computers in the junior IT room for every pupil in a
class to be able to work independently.
Additional computers are located in the library and in two of the
classrooms. Resources for ICT in the
1.17
Each
1.18
The College is very well served
by its libraries and by the staff who run them.
The Wodehouse library lies at the centre of
the College. The
1.19 The College site is dominated by Charles Barry’s imposing 19th century main building. The requirements of a school for the 21st century have had to be balanced with the responsibility of caring for an architectural treasure. The challenge has been successfully met in a campus that contains buildings and facilities which, as a whole, contribute very positively to supporting pupils’ work and development.
1.20
Major refurbishment and
extensions have taken place in the boarding houses, the theatre, the
Links with Parents and the Community
1.21
The College maintains a
comprehensive flow of relevant information to parents and responds effectively
to matters raised by them. Regular
reports are sent to parents and these are backed up by parents’ meetings with
staff and forums for parents in each year in the College. In a large response to the inspection
questionnaire, a high level of satisfaction was shown by parents in the
standard of education provided by the College.
A number of parents of current and past pupils serve on the governing
body and many parents are involved in the very active Friends Association. The College has a wide range of links with
the community, ranging from the use of College facilities by local groups to an
active interest in schools in the
1.22
Good opportunities are provided
for day and boarding pupils’ personal development. The
1.23 An appreciation of cultural diversity is encouraged within the curriculum, and through activities and outside visits. Societies and sports teams give scope for pupils of all ages to take responsibility and other leadership opportunities occur through the houses in each section of the College. Pupils, including the boarders, are relaxed, confident and unassuming. They appreciate the supportive relationships which exist with staff and with each other, forming a tolerant, orderly and well-integrated community. Pupils from a wide range of cultures and backgrounds live in harmony.
Pastoral Care (including Welfare, Health and Safety)
1.24 Comprehensive and high quality pastoral support and guidance are provided: the care offered by many staff, especially form tutors and the heads of schools, is considered by most pupils and parents to be a strength of the school. The system of pastoral support is applied sensitively, both formally and informally. Pastoral care throughout the College is centred on the form tutors who are expected to provide clear academic and personal guidance, and to monitor their pupils’ progress. The great majority of tutors are effective and understanding. Boarders are able to turn to the sympathetic, competent and experienced staff in their boarding house. The counsellor, the chaplain and the staff in the medical centre make an important contribution to pastoral care, as does the house system.
1.25 School rules and a code of conduct make clear the high expectations for behaviour, which are generally met. Most behaviour is good but courtesy to adults and strangers does not always come naturally. A strong feature of the College is the excellent integration of boys from different ethnic, social and religious backgrounds. Pupils report that bullying is rare and are confident that existing policies will deal with it should it occur.
1.26 Careers guidance is very well done. Pupils receive practical help throughout their College career. Work experience is provided for all boys at the end of Year 11. Even-handed advice helps pupils to make appropriate choices for A level and in their UCAS applications in Year 13. A very successful Careers Convention is held in March each year for boys in Years 11, 12 and 13 and their parents. The careers library is exemplary both in its presentation and its provision. The careers department also helps with gap years, currently taken up by about half the sixth form.
1.27 The College provides a safe and secure learning environment. The care and support offered by the well equipped and staffed medical centre is very good. The range of food available in the dining hall caters for all tastes and is generally popular. An appropriate policy and procedures relate to child protection and are well understood by staff. A health and safety committee monitors the implementation of the detailed policies that exist.
1.28 No National Care Standards Team took part in the inspection.
1.29 The quality of boarding is very high and enhances boarders’ education as well as making a positive contribution to the College as a whole, academically and socially. The quality of accommodation in all three houses is excellent. The extended family feel of the junior house develops into a more adult ethos in the senior houses and supports the personal, social and academic development of the boarders. Pupils are enthusiastic about boarding. Boarding staff are caring, responsible and provide consistent standards of care across the houses.
1.30 The College is very well managed. The clear, effective structure is conducive to good management and works well at most levels. The governing body draws on substantial and wide-ranging expertise. Governors give good support to, and have full confidence in, the Master. A distinctive ethos and strong sense of purpose have been established. The Master provides a strong lead and is well supported by the other members of the Senior Staff discussion group. Each section of the College is well led. The leadership provided by heads of subject is generally good but some lack drive and focus.
1.31 A thorough planning process involves consultation at all levels of decision-making, and covers all educational and physical aspects of the College. Much has been achieved in the past few years and the planning helps to set priorities for the future. Careful monitoring is undertaken at a number of levels and the school responds well to change. Routine administration is efficient. Communication within this large community is good. Statutory requirements are met and include a publicised complaints procedure for parents.
Achievement and Quality in Activities
1.32
An extensive activity programme
is available to pupils in both the Junior and
Progress Made by the School since its Last Inspection
1.33
The previous review inspection
was in October 1996, with a subsequent accreditation of the
2.1 A number of suggestions and recommendations are made in the course of this report. The more significant are listed here.
R1 The best practice in teaching should be shared even more widely, to include:
· a greater range of strategies to meet the needs of different groups of pupils;
· better planning to set high expectations and greater academic challenge to the more able pupils, especially in Key Stages 3 and 4;
·
a more consistent and constructive marking policy in the
R2 Some heads of subject should do more to promote the highest standards of teaching and learning in their subjects. This should include:
· the regular sharing of good practice in the department;
· mutual lesson observation;
· active monitoring of the quality of teaching and learning;
· staff development and training to meet the needs of both the College and the individual.
R3 A strategic plan for the future development of ICT should be drawn up:
· to determine the levels of ICT skills to be targeted for staff and pupils;
· to determine the use to be made of ICT in each subject;
· to plan resource and training needs to meet these aims and levels of ICT use.
3.1
Originally the ‘College of
God’s Gift’,
3.2
Following the arrival of the
present Master in 1997, the College has been reorganised into four sections:
the
3.3
At the time of the inspection,
1464 pupils were on the roll. These
included 206 in the
3.4
The entry to the
3.5 Most boys live within an hour of the College and are day boys, some coming by public transport and others using the coach service run for all three Foundation schools by Dulwich College Enterprises. Boys come from very wide ethnic, social and economic backgrounds and about a third are supported by College bursaries or Government Assisted Places. The three boarding houses cater for full and weekly boarding, a number of boarders in the Upper School come from overseas: for example Hong Kong, China, Nigeria, the Sudan and Eastern Europe. The College is increasing its funding for bursaries, partly to cover the loss of Assisted Places, and is determined to maintain its wide social and cultural mix.
3.6
The College provides learning
support for those who need it but does not offer long-term remedial help. At present 130 boys are on the school’s list
for learning support and one boy is statemented and
receives local authority support. In
addition 28 boys, mostly in the
3.7
DUCKS, the College Kindergarten
and
3.8
Major developments in recent
years have reformed the structure of the College, through redefining its
sections, and by changes in the structure and roles of senior management. Physically, among much else, the boarding
houses have been refurbished and expanded, the
3.9 The school’s stated aims are to provide:
· an academic environment which provides a good work ethos and encourages all boys to acquire a critical and independent approach to learning;
· an appropriate academic challenge which enables each pupil to realise his full potential;
· a wide range of sporting, musical, dramatic and other extra-curricular activities through which boys can develop a breadth of interests and learn to work co-operatively;
· a caring, supportive and well-ordered environment in which boys from a variety of cultural and social backgrounds can feel secure and equally valued;
· an ethos which encourages spiritual and personal development;
· opportunities for boys to serve and appreciate better the College and the wider community.
3.10 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence is shown in the following table:
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NC |
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Middle School |
NC |
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Year 3 |
Year 3 |
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Year 9 |
Year 9 |
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Year 4 |
Year 4 |
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Year 10 |
Year 10 |
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Year 5 |
Year 5 |
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