School etc

Dogsthorpe Junior School Closed - for academy Aug. 31, 2014

see new Dogsthorpe Academy

Dogsthorpe Junior School
Central Avenue

phone: 01733 *** ***

headteacher: Mrs Charlotte Krzanicki

school holidays: via Peterborough council

358 pupils aged 7—10y mixed gender
360 pupils capacity: 99% full

185 boys 52%


175 girls 49%


Last updated: Aug. 31, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Aug. 31, 2014
Reason closed
For Academy
OSGB coordinates
Easting: 519829, Northing: 301156
GPS coordinates
Latitude: 52.595, Longitude: -0.23237
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 20, 2013
Ofsted special measures
In special measures
Region › Const. › Ward
East of England › Peterborough › Dogsthorpe
Urban > 10k - less sparse
Free school meals %

rooms to rent in Peterborough

Schools nearby

  1. Dogsthorpe Academy PE14LH
  2. 0.1 miles Dogsthorpe Infant School PE14LH (269 pupils)
  3. 0.3 miles John Mansfield School PE14HX
  4. 0.4 miles Welland Primary School PE14TR
  5. 0.4 miles St George's School PE13RB
  6. 0.4 miles Welland Academy PE14TR (311 pupils)
  7. 0.5 miles All Saints' CofE (Aided) Primary School PE13PW (396 pupils)
  8. 0.5 miles Marshfields School PE14PP (171 pupils)
  9. 0.5 miles The Beeches Independent School PE13PB
  10. 0.6 miles Deacon's School PE12UW
  11. 0.6 miles Peterborough Regional College PE14DZ
  12. 0.6 miles Thomas Deacon Academy PE12UW (2025 pupils)
  13. 0.7 miles Queen's Drive Infant School PE12UU (250 pupils)
  14. 0.7 miles Newark Hill Primary School PE14RE (475 pupils)
  15. 0.7 miles Newark Hill Primary School PE14RE
  16. 0.8 miles Fulbridge Junior School PE13JQ
  17. 0.8 miles Fulbridge Infant and Nursery School PE13JQ
  18. 0.8 miles Fulbridge Primary School PE13JQ
  19. 0.8 miles Fulbridge Academy PE13JQ (711 pupils)
  20. 0.9 miles Honeyhill Community Primary School PE47DH
  21. 0.9 miles Hereward Community College PE15LQ
  22. 0.9 miles City of Peterborough Academy, Special School PE15LQ (57 pupils)
  23. 0.9 miles City of Peterborough Academy PE15LQ (84 pupils)
  24. 1 mile Gladstone Primary School PE12BZ (445 pupils)

List of schools in Peterborough

1 May 2014
Ms Charlotte Krzanicki
Interim Headteacher
Dogsthorpe Junior School
Central Avenue
Dear Ms Krzanicki

Special measures monitoring inspection of Dogsthorpe Junior School

Following my visit to your school on 29–30 April 2014, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the

inspection findings. Thank you for the help you gave during the inspection and for
the time you made available to discuss the actions which have been taken since the

school’s previous monitoring inspection.

The inspection was the third monitoring inspection since the school became subject
to special measures following the inspection which took place on 20–21 June 2013.
The full list of the areas for improvement which were identified during that
inspection is set out in the annex to this letter. The monitoring inspection report is
Having considered all the evidence I am of the opinion that at this time:
The school is making reasonable progress towards the removal of special measures.
The school may not appoint newly qualified teachers before the next monitoring
This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter and the monitoring inspection report to the Secretary of

State, the Chair of the Interim Executive Board and the Director of Children’s

Services for Peterborough.

Yours sincerely
Prue Rayner

Her Majesty’s Inspector

Serco Inspections
Colmore Plaza
20 Colmore Circus Queensway
B4 6AT
T 0300 123 1231
Text Phone: 0161 618 8524
reveal email: enqu…
Direct T 0121 679 9169
Direct email: reveal email: math…


The areas for improvement identified during the inspection which took
place in June 2013


  • Improve the quality of teaching, so that none is inadequate and a high
    proportion is good or better, by ensuring that teachers:
    plan work that is at the right level for all pupils
    tell pupils how long they have to work on tasks and what they have to do to
    explain ideas clearly, check pupils’ understanding and address misconceptions
    regularly check pupils’ progress in lessons, making sure they are getting on
    mark work in a way that tells pupils what they need to do to improve it and
    how to get to the next level.
  • Improve liaison between the infant and junior schools so that work planned
    for Year 3 pupils builds appropriately on their learning in Year 2.
  • Improve the leadership of teaching by:
    ensuring that judgements on the quality of teaching are checked against how
    well pupils are learning
    giving teachers more guidance on how to improve and follow up these points
    making sure that all staff have access to appropriate training, including the
    opportunity to observe good and outstanding practice in other schools
    providing teachers with specific training to improve their skills in the teaching
    of mathematics.
  • Improve the capacity of leaders and the governing body to drive and sustain
    improvement by:
    reviewing the structure for senior and middle leaders to make sure that the
    headteacher has effective and direct support
    using knowledge and expertise from outside the school to improve leadership
    at all levels
    using assessments and records about pupils’ progress to identify
    improvements needed and check that they are working
    undertaking an external review of governance to assess how this aspect of
    leadership and management may be improved
    providing training for the governing body to make sure that governors can
    check the schools’ performance and hold leaders to account for how well the
    school is doing.

Report on the third monitoring inspection on 29–30 April 2014

The inspector observed the school’s work, scrutinised documents and met with the

interim headteacher, senior leaders, the senior adviser from the local authority, a
group of pupils and members of the interim executive board. Informal discussions
were held with parents as they collected their children from school. The inspector
gathered evidence to inform judgements about the quality of teaching by visiting all

classes and by scrutinising pupils’ work. The inspector also observed teaching jointly

with the interim headteacher and the deputy headteachers.


Since the last inspection, the substantive headteacher has left the school and an
interim headteacher has been appointed. One teacher has left and another has been
appointed for the summer term.

Achievement of pupils at the school

Pupils are starting to make better progress in developing reading, writing and
mathematics skills. Pupils currently in Year 6 are on track to achieve higher
standards in reading, writing and mathematics than the Year 6 class who left the
school in 2013. This is because expectations have been raised and pupils are being

taught in groups which make the best use of teachers’ expertise. In writing
particularly, pupils’ work shows they have made rapid progress since new

approaches to teaching have engaged them much more strongly in understanding
the key elements required for success in their work. Similar improvements are
emerging in mathematics. Despite this evident improvement and recent rapid
progress, there is still much to be done if the outcomes achieved by this cohort are
to match the 2013 national averages.
Teachers are using more accurate information about pupils’ progress to plan
activities that help them take the next steps in their learning. Because the quality of
teaching remains variable, progress is not yet consistent across the school or across
all groups of pupils. Further actions are planned by leaders to secure at least
expected pupil progress in classes where teaching does still not meet the required
There is no consistent pattern to the achievement of different pupil groups. In some
year groups and subjects, pupils eligible for the pupil premium and those whose first

language is not English make slightly less progress than their peers, while in others
they make more.
Disabled pupils and those who have special educational needs are increasingly well
supported within lessons; teachers work with these pupils more often and teaching

assistants’ work is better focused. As a result, in many instances these pupils are

making very good progress.
Pupils across the school are responding to increased expectations of the

presentation of their work and of the amount they achieve in lessons. Most pupils’

written work reflects increasingly well-developed spelling and grammar skills and the
quality of handwriting has improved. Lessons seen during the inspection showed
that pupils are being challenged to improve their recall of multiplication facts.
However, the teaching of key mathematical understanding is still not good enough in

most classes to fill gaps in pupils’ learning and accelerate their progress.

The quality of teaching

Observations of teaching, work in pupils’ books and discussions with pupils about
their learning show that, as a result of the good training provided by senior leaders,
the quality of teaching in most classes is improving. New assessment systems are

giving teachers better information about pupils’ learning because they draw on work

completed on a day-to-day basis rather than relying simply on the outcomes of tests
or longer pieces of work. New planning is based on accurate and up-to-date

information about pupils’ progress. Where teaching remains weaker, expectations of
pupils’ learning are not explained clearly enough and pupils are not challenged

quickly enough to move on in their learning. This is particularly the case in some
mathematics lessons where pupils eagerly use new calculation strategies to answer
questions, but reach incorrect answers because key concepts, such as place value,
are not taught or revisited well enough.
Where teaching has significantly improved, teachers explain what pupils are
expected to learn clearly and use new systems which engage them in checking and
developing their learning throughout lessons. In the best lessons, pupils are using
these systems to guide and develop their own work continually. In a Year 6 writing
lesson, pupils discussed their work with each other at an advanced level. They
checked together to ensure they understood how the new aspects they had been
taught could be included in their writing and, as a result, made very good progress.

In these lessons, teachers check pupils’ understanding regularly and offer swift help

to those who struggle. As a result, pupils maintain their focus and motivation, and
the off-task behaviour seen at the last visit is much reduced.
The frequency with which children are withdrawn from classes for extra support has
been reduced and the work of teaching assistants reviewed. During the inspection

teaching assistants were observed to be making a strong, very well-focused

contribution to pupils’ learning and progress.

The quality of marking is still too variable. Some teachers have continued with the
improving practice seen at the last visit. There are some good examples of this being

used very effectively to evaluate how well pupils’ key skills in writing and
mathematics are used to explore different subjects in ‘themed’ work. Pupils do not

have enough time to respond to the marking of their work; too often the guidance
they receive does not help them understand how well they have done or what they
need to do next to improve.

Behaviour and safety of pupils

To increase the responsibility pupils take for their own behaviour and to recognise
pupils who behave well, the interim headteacher has implemented a new system of
behaviour management. Pupils waste less learning time because teachers are taking
greater responsibility for managing behaviour in class.
Behaviour around school and at playtimes is calm and happy. Pupils play together
well and are caring towards each other. They say changes made recently to how
lunchtimes are structured mean they have more time to play and spend less time
waiting around. Lunchtime supervisors agree that changes made by the interim
headteacher are improving the behaviour and attitudes of pupils.
Pupils are very clear that changes to their classrooms are helping to improve their
learning. Classroom displays have been made more relevant and now include
examples of work in progress and resources for learning, such as key vocabulary.
Pupils say they feel motivated and supported to make better progress. In some
classes, they say the new ways teachers are using to show them what successful
learning looks like are helping them to better understand what they need to do and
to feel more successful in their learning.

The quality of leadership in and management of the school

In a very short time, the interim headteacher has raised expectations and motivated
staff. Ably supported by the deputy headteachers, she has focused on rapidly
improving teaching and learning. Staff expressed overwhelming confidence in the
extent to which they now feel empowered and supported to bring about the
significant improvements that are necessary.
The short-term action plan is well focused on the key areas of the school’s work
which need to improve. It sharply identifies appropriate actions, timescales and

responsibilities. However, indicators of success are not clear enough and the action
plan has not yet been shared with all staff.
Staff are clear about what is expected of them in relation to the improvements to
teaching required and are responding enthusiastically. The better quality of teaching
and learning seen on the visit are the result of effective, personalised training which
meets the wide range of needs of both experienced and less experienced staff.
Whole-school issues have been addressed through tightly planned staff meetings
while individual needs have been met through targeted visits to other schools,
modelling of good teaching by senior leaders or tightly focused support from local
authority advisers. Staff have been encouraged to reflect on their practice and to

implement changes to maximise their impact on pupils’ learning and progress. While

records of monitoring show that teachers receive clear guidance on how to improve,
they do not clearly evaluate the impact teaching has on pupils’ learning and

Middle leaders have undertaken joint observations and scrutiny of pupils’ work and

progress with the interim headteacher and deputies. As a result, their monitoring
skills have been improved and their inclusion as members of the senior leadership

team means that a better range of evidence is taken into account when the school’s

progress is evaluated. Team leaders have worked with the interim headteacher and
deputies to evaluate pupil progress and to identify actions to address
underachievement. This distribution and delegation of leadership responsibilities is

significantly increasing the school’s capacity to improve rapidly.

Arrangements to improve the transition of pupils from the infant school have
improved further since the last visit. Teachers from both schools have continued to

observe in each other’s classes to share knowledge of teaching and assessment

which will ensure pupils progress is not interrupted when they change schools.
English and mathematics leaders are meeting to develop a curriculum which will
ensure progression from the Early Years Foundation Stage through to Year 6.
The interim executive board has brokered arrangements for securing the leadership
of the school through the appointment of the deputies and the interim headteacher.
Members have significant expertise and are using this to provide support, evaluate
the progress being made against key priorities, secure leadership and manage the
move to sponsored academy status. Minutes of meetings do not identify key actions
for board members to take to follow up discussions where concerns and issues are

External support

The local authority monitors the improvement of the school through membership of
two senior officers on the interim executive board. The senior school improvement

adviser has continued to provide increasingly responsive support through a team of
advisers. There is evidence to show that school leaders are now using their own
evaluations to shape and target this work in a highly collaborative approach which is
improving the accuracy of assessment as well as specific aspects of teaching.

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