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Danetree Junior School Closed - academy converter Aug. 31, 2012

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Danetree Junior School
Danetree Road
West Ewell
Epsom
Surrey
KT199SE

020 *** ***

Executive Headteacher: Mr Jon Chaloner

Website: www.danetree.surrey.sch.uk

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Primary — Community School

URN
124960
Education phase
Primary
Establishment type
Community School
Establishment #
2092
Close date
Aug. 31, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 520444, Northing: 163396
GPS coordinates
Latitude: 51.357, Longitude: -0.27161
Accepting pupils
7—11 years old
Ofsted last inspection
March 21, 2012
Region › Const. › Ward
South East › Epsom and Ewell › West Ewell
Area
Urban > 10k - less sparse

Rooms & flats to rent in Epsom

Schools nearby

  1. Danetree Junior School KT199SE (457 pupils)
  2. 0.4 miles West Ewell Infant School KT190UY (418 pupils)
  3. 0.4 miles Epsom and Ewell High School KT199JW
  4. 0.4 miles Ewell High School KT199JW
  5. 0.4 miles Epsom and Ewell High School KT199JW (770 pupils)
  6. 0.7 miles Riverview CofE Primary School KT190JP
  7. 0.7 miles Riverview CofE Primary and Nursery School VA KT190JP (226 pupils)
  8. 0.8 miles St Clement's Catholic Primary School KT171TX (212 pupils)
  9. 0.8 miles Bishopsmead CofE (Aided) Middle School KT199BQ
  10. 0.8 miles The Farmstead School KT198PU
  11. 0.9 miles Epsom High School KT199BH
  12. 0.9 miles Blenheim High School KT199BH
  13. 0.9 miles Southfield Park Primary School KT198TF (359 pupils)
  14. 0.9 miles Blenheim High School KT199BH (1357 pupils)
  15. 1.1 mile Moor Lane Junior School KT92AA
  16. 1.1 mile Ewell Grove Infant and Nursery School KT171UZ (273 pupils)
  17. 1.1 mile Epsom Primary School KT198SD (484 pupils)
  18. 1.1 mile Ewell Castle School KT172AW (530 pupils)
  19. 1.2 mile Castle Hill Primary School KT91JE (481 pupils)
  20. 1.2 mile St Mary's CofE (Aided) Primary School KT92DH (271 pupils)
  21. 1.2 mile Glyn Technology School KT171NB
  22. 1.2 mile Linden Bridge School KT47JW (124 pupils)
  23. 1.2 mile Glyn School KT171NB (1665 pupils)
  24. 1.3 mile Lintons Lane Centre KT174DE

List of schools in Epsom

Ofsted report transcript

Age group 7–11
Inspection date(s) 21–22 March 2012
Inspection number 381015

Danetree Junior School

Inspection report

Unique reference number 124960
Local authority Surrey
Inspect ion number 381015
Inspect ion dates 21–22 March 2012
Lead inspector Joy Considine

This inspection of the school was carried out under secti on 5 of the Education Act 2005.

Type of school Junior
School category Community
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 404
Appropriate authority The governing body
Chair Neil Davies
Headteacher Jon Chaloner (Executive)
Date of prev ious school inspection 27 April 2009
School address Danetree Road
Epsom
Surrey
KT19 9SE
Telephone number 020 8393 6406
Fax number 020 8786 8154
Email address info@danetree.surrey.sch.uk

You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
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You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk

Introduction

Inspection team

Joy Considine
Maura Docherty
Peter Hare
Additional inspector
Additional inspector
Additional inspector

This inspection was carried out with two days’ notice. The inspectors visited 28
lessons or parts of lessons taught by 16 teachers. They listened to pupils read and
examined their work. They held discussions with staff, governors and pupils and took
account of the responses to the online questionnaire (Parent View) in planning the
inspection. The inspectors observed the school’s work, and looked at school

development plans, pupils’ assessment and tracking information, and other

documentation relevant to the inspection including that relating to safeguarding.
They also analysed questionnaires received from 107 parents and carers as well as
those received from staff and pupils.

Information about the school

Danetree is much larger than the average-sized primary school. Most pupils are
White British with few who speak English as an additional language. The proportion
of pupils known to be eligible for free school meals is lower than average. The
proportion of pupils who are disabled or who have special educational needs is above
average. The school meets the government’s current floor standards in 2011, which

set out the minimum expectations of pupils’ attainment and progress. The school

runs a daily breakfast club which is managed by the governing body.
Since the last inspection there have been significant staff changes at senior leader
level. At the beginning of October 2010 a leadership partnership was formed with a
nearby secondary school. Danetree is led by an executive headteacher supported by
an associate headteacher. There is also an acting head teacher of school pending the
appointment of a substantive headteacher of school. These three members of the
senior leadership team are all from the secondary school.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness 3
Achievement of pupils 3
Quality of teaching 3
Behaviour and safety of pupils 2
Leadership and management 3

Key findings

  • The school’s overall effectiveness is satisfactory although it is improving on a
    number of fronts. Since the previous inspection, pupils’ attainment declined
    and a new leadership team was seconded to the school. Together with staff
    and governors, they have improved pupils’ attainment in mathematics. They
    have brought about improvements to teaching, pupils’ behaviour and
    attendance, and they have improved the internal fabric of the building.
    However, not all pupils make as much progress as they should due to
    remaining inconsistencies in teaching and in leadership and management and
    these are preventing the school from being good.
  • Pupils’ achievement in English and mathematics has improved and is now
    satisfactory but the school recognises there is still work to be done to raise
    attainment further. Disabled pupils and those who have special educational
    needs make good progress owing to the quality of support they are given.
  • The quality of teaching is improving and is satisfactory with an increasing
    proportion that is good. Most teaching is lively and enthusiastic, but
    occasionally teachers’ expectations are not high enough. Work is not
    sufficiently challenging and focused on learning, nor is marking sufficiently
    helpful.
  • Pupils’ behaviour is good. They are polite and friendly and they get on well
    together. They say that most pupils behave well almost all of the time. Pupils
    enjoy school and this is reflected in their attendance which is high.
  • Leadership and management are satisfactory. The executive headteacher
    provides clear direction for the school and has the full support of staff and
    governors for the changes he is bringing about. All staff have performance
    management targets linked to pupils’ progress and a robust programme for
    monitoring the quality of teaching by senior leaders is leading to
    improvement. However, monitoring by middle managers is not yet sufficiently
    robust enough and systems for tracking pupils’ progress are not easy to use
    nor based on targets that are sufficiently challenging.
    Schools whose overall effectiveness is judged satisfactory may receive a monitoring
    visit by an Ofsted inspector before their next section 5 inspection.
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Raise pupils’ achievement in reading, writing and mathematics across the school
    by July 2013 by:
    − setting more challenging targets for pupils in reading, writing and
    mathematics
    − raising teachers’ expectations of what pupils can do and providing them
    with more challenging activities
    − reducing the number of photocopied worksheets and the overuse of small
    whiteboards to give pupils more opportunities to record their work
    independently, and to improve their handwriting and presentation.
  • Improve the quality of teaching and learning so that it is all consistently good or
    better by July 2013 by:
    − marking pupils’ work to show them what they need to learn next and by
    providing opportunities for pupils to respond to teachers’ comments so that
    they can improve and correct their work
    − asking pupils questions which probe their thinking and develop their
    understanding
    − making learning objectives sharply focused on what pupils are to learn
    rather than what they are to do.
  • Improve the quality of leadership and management by:
    − simplifying systems to record, use and manage data to give a clearer
    picture of pupils’ progress
    − developing the skills of middle leaders so that they are able to monitor
    their subject more rigorously and to provide clear guidance to teachers
    about what needs to be improved.

Main report

Achievement of pupils

The large majority of parents and carers who responded to the survey felt that their
children were making good progress, although a few commented that their children
were not always challenged enough. Inspectors found that while some pupils make
good progress, overall it is satisfactory. Historically, targets set for pupils’ progress in
reading, writing and mathematics have been too low and this has led to
underachievement in these subjects. School leaders have increased pupils’ targets
but it is too early for these to show demonstrable impact. All groups of pupils,
including the small number of pupils who speak English as an additional language or
those eligible for free school meals, make satisfactory progress, except for disabled
pupils and those who have special educational needs who make good progress. This
is because the school has introduced specific programmes to help them and because
they receive targeted support from skilled teaching assistants in lessons.
Pupils have positive attitudes to their work and when lessons inspire them, they are

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

keen to succeed. In a mathematics lesson, pupils used their knowledge of money
and weights to create a new breakfast cereal. It was a challenging activity which
they enjoyed and they made good progress in applying their mathematics skills to
solving a real-life problem. However, in some lessons, the work is not sufficiently
motivating and consequently pupils’ effort wanes and their rate of progress slows.

In most lessons pupils have plenty of opportunities to speak and they listen and

respond appropriately to teachers’ questions and to each other. Consequently, their

communication skills are a strength although overall their attainment in English and
mathematics remains broadly average and at the same level as on entry to the
school. Pupils behave well in lessons because they are interested and want to learn.
They are cooperative and work independently as well as in groups.

Pupils’ writing has improved and is satisfactory. This is because of better links

between subjects so that they can develop their writing skills in other subjects, for
example history and geography. During the inspection, pupils in Year 3 were
thoroughly enjoying studying travel guides in preparation for writing about Egypt.
However, in a few lessons, they spend too much time making simple recordings on
small whiteboards or complete too many photocopied worksheets, and at times this
prevents them from developing good presentation and handwriting skills.

By the end of Year 6, pupils’ attainment in reading is average. They are able to read

for pleasure and to talk about their favourite authors and explain their preferences.
They use their reading skills for independent research and select appropriate
resources such as books or computers.

Quality of teaching

Parents and carers expressed the view that teaching has improved and is good.
Inspection findings confirm that it has improved but it is not consistently good in all
year groups. Most teaching is lively and enthusiastic and teachers use their good
subject knowledge to provide learning activities that are usually well matched to the
needs of pupils. However, teachers’ expectations are not always sufficiently high
enough and work is not always pitched at the right level.
Relationships between teachers and pupils are good and this encourages pupils to

actively participate in lessons. Teachers’ planning is mostly thorough, although

sometimes learning intentions lack clarity and pupils are not always sure what they
are expected to learn. Lessons usually build on previous learning so pupils develop
their knowledge and understanding sequentially. Most teachers use imaginative
methods to introduce their lessons and provide practical activities to capture pupils’
interest. In a mathematics lesson, pupils were excited at the prospect of measuring
playground equipment to help them to develop their understanding of the need for
accurate measurement. Teachers use appropriate opportunities in their teaching to

promote pupils’ spiritual, moral, social and cultural development.

Although teachers are skilled at asking pupils questions to test their knowledge and

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

understanding, too few opportunities are seized upon to ask pupils more complicated
questions which require them to analyse information and extend their learning. In

most lessons, teachers assess pupils’ work and provide useful feedback to enable

them to make progress. They mark pupils’ work regularly and most provide detailed
comments showing pupils what they have done well and what they need to do to
improve their work. However, some marking does not provide sufficient guidance on
how to improve and few teachers provide opportunities for pupils to respond to their
comments and to correct and improve their work.
The planned curriculum has recently been reviewed to provide greater focus on
developing specific numeracy and literacy skills across different subjects and this is
starting to have a positive impact on standards in English and mathematics.

Behaviour and safety of pupils

Pupils’ behaviour has improved significantly since the last inspection and there are

few occasions when lessons are disrupted by poor behaviour. New systems to reward

pupils have been particularly effective. One parent or carer wrote, ‘The new
initiatives of ‘WOW’ certificates, the house system and the school diary work
brilliantly.’ Pupils enjoy school and this is reflected in their attendance which has

improved and is now high. They say there is no bullying of any type and they have a
good understanding of different forms of bullying such as cyber-bullying. On the very
rare occasions that disagreements do occur, pupils are confident that adults listen to
their concerns and will intervene quickly. Exclusions have been reduced significantly
and there are few reported incidents of poor behaviour. Pupils have a good
understanding of how to stay safe and feel that they are well prepared to resist peer

pressure associated with risks such as tobacco and substance abuse.

Staff have consistent approaches to managing pupils’ behaviour, although most

pupils behave well because they like coming to school. They understand and respond
well to the school rules which they were involved in creating. They show respect and
consideration towards each other demonstrating their good spiritual, moral, social
and cultural development. Inspectors agree with the large majority of parents and
carers who believe that their children behave well and are safe in school. Staff are
said to be approachable and that any issues are dealt with quickly and fairly. Pupils
also have positive views about behaviour and safety in the school.

Leadership and management

The leadership team is ambitious and has high expectations for staff and pupils. Staff
morale is high and leaders have established an ethos of strong teamwork. They have
acted decisively to tackle weaknesses by implementing a planned programme of
actions. Significant staff restructuring, a rigorous monitoring cycle of teaching and
learning, and external support have already made an impact on improving the quality

of teaching and on raising pupils’ achievement. Systems for managing performance

have been strengthened; all staff have targets linked to improving their teaching and

school leaders have an accurate view of the school’s strengths and weaknesses.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These factors and the tackling of issues identified at the last inspection demonstrate

the school’s capacity for continued improvement. In this quest for further

improvement, senior leaders acknowledge that there are remaining inconsistencies in
teaching and that the current systems for recording data are too complex and
information to inform priorities is not easily accessible.

Middle leaders who are new to their role are developing their expertise but

information gleaned from monitoring activities is not yet used rigorously enough to
improve practice across the school. The school uses the links within the partnership
to improve its own provision. Advanced skills teachers have supported developments

in English and mathematics and this has led to improvements in pupils’ learning.

Joint training has enabled staff to share good practice and teachers’ expectations
have been raised through intensive tutoring, coaching and support. Consequently,

pupils’ achievement has improved.

There is a suitably broad and balanced curriculum including a good range of visits to
local places of interest. The broad range of extra-curricular activities contributes to

pupils’ spiritual, moral, social and cultural development. All pupils have the

opportunity to learn to play a musical instrument and the wide range of sporting
activities encourages pupils to keep fit and healthy. Parents have welcomed the
changes since the leadership team joined the school. A typical comment echoed by

many parents and carers was, ‘Many initiatives have been put into place since the

partnership and I believe that these have helped my children with their work,
confidence and pride in the school.’
Governors are knowledgeable and supportive and are provided with good quality
information with which they monitor and challenge the work of the school. They, and
school leaders, ensure that arrangements for safeguarding pupils are rigorous and
meet statutory requirements. Leaders and staff promote equality of opportunity and
tackle discrimination and this is reflected in the narrowing of the gap between the
achievement of different groups of pupils and pupils nationally and the good

progress made by disabled pupils and those with special educational needs.

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 46 8 0
Primary schools 8 47 40 5
Secondary
schools
14 38 40 8
Special schools 28 48 20 4
Pupil referral
units
15 50 29 5
All schools 11 46 38 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their
attainment.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance: the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to

encourage good attendance.

Behaviour: how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

Safety: how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom

from bullying and harassment. How well the school
promotes safety, for example e-learning.

26 March 2012
Dear Pupils

Inspection of Danetree Junior School, Epsom KT19 9SE

Thank you for making us so welcome when we visited your school. We enjoyed
meeting you all and listening to what you had to say about your school. You told us
that you enjoy lessons and that you learn a lot. You also said that most pupils are
friendly and helpful and that you all get on well together. You said that teachers
make lessons fun and that you do not like missing school.
We found your school is providing you with a satisfactory standard of education.
Most of you work hard and you are reaching standards in reading, writing and
mathematics that are broadly average. Your teachers make lessons interesting and
they encourage you to behave well. However, some of you do not make as much
progress as you should and could be doing better. We have asked your school
leaders to do three things to improve your school.

  • Help you to achieve better in reading, writing and mathematics by making sure
    you are set challenging targets and activities, and encourage you to improve
    your handwriting and presentation.
  • Make sure that all teaching is consistently good or better by making sure that
    questioning always challenges you, that it is always made clear to you what you
    are learning and by providing you with time to correct and improve your work
    when it has been marked.
  • Improve the systems they have to record and check on your progress so that
    they can identify those of you who are not doing as well as you should in your
    lessons.

You can all play your part in making Danetree an even better school by telling your
school leaders what would make your lessons even better and by giving them some
ideas about what you would like to see improved. I am sure you will all do
everything you can to help your school leaders and I would like to wish you all every
success for the future.
Yours sincerely
Joy Considine
Lead inspector

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