School etc

Dormers Wells High School

Dormers Wells High School
Dormers Wells Lane

phone: 020 88138671

headteacher: Mrs Margaret Aylott

school holidays: via Ealing council

1246 pupils aged 11—19y mixed gender
1400 pupils capacity: 89% full

645 boys 52%


600 girls 48%


Last updated: June 18, 2014

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 513408, Northing: 181163
GPS coordinates
Latitude: 51.518, Longitude: -0.36693
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 17, 2012
Region › Const. › Ward
London › Ealing, Southall › Dormers Wells
Urban > 10k - less sparse
Admissions policy
Main specialism
Maths and Computing (Operational)
Applied Learning second specialism
High performing leading options
Leading Edge
SEN priorities
HI - Hearing Impairment
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

rooms to rent in Southall

Schools nearby

  1. 0.1 miles Allenby Primary School UB12HX (262 pupils)
  2. 0.1 miles Allenby Nursery School UB12HX
  3. 0.1 miles Allenby First School UB12HX
  4. 0.3 miles Dormers Wells Junior School UB13HX (393 pupils)
  5. 0.3 miles Dormers Wells Infant School UB13HX (432 pupils)
  6. 0.3 miles Lady Margaret Middle School UB12HN
  7. 0.4 miles Grove House Children Centre UB12JG (93 pupils)
  8. 0.5 miles North Primary School UB12JE (420 pupils)
  9. 0.5 miles Durdans Park Primary School UB12PQ (516 pupils)
  10. 0.5 miles Lady Margaret Primary School UB12NH (668 pupils)
  11. 0.5 miles Lady Margaret First School UB12NH
  12. 0.5 miles Durdans Park First School UB12PQ
  13. 0.5 miles Durdans Park Middle School UB12PQ
  14. 0.5 miles Acorn Independent College UB13HF (109 pupils)
  15. 0.7 miles Villiers High School UB13BT (1126 pupils)
  16. 0.8 miles Mayfield Primary School W73RT (348 pupils)
  17. 0.8 miles Hambrough Primary School UB11SF (519 pupils)
  18. 0.8 miles Stanhope Primary School UB69EG (613 pupils)
  19. 0.8 miles Tudor Primary School UB11NX (421 pupils)
  20. 0.8 miles Our Lady of the Visitation Catholic Primary School UB69AN (467 pupils)
  21. 0.8 miles The Cardinal Wiseman Catholic School UB69AW (1866 pupils)
  22. 0.8 miles Stanhope First School UB69EG
  23. 0.8 miles Stanhope Middle School UB69EG
  24. 0.8 miles Tudor First School UB11NX

List of schools in Southall

Age group 11–18
Inspection date(s) 17–18 May 2012
Inspection number 395346

Dormers Wells High School

Inspection report

Unique reference number 101930
Local authority Ealing
Inspect ion number 395346
Inspect ion dates 17–18 May 2012
Lead inspector Clare Gillies

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

Type of school Comprehensive
School category Community
Age range of pupils 11–18
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Nu mber of pupils on the school roll 1072
Of which, number on roll in the sixth form 167
Appropriate authority The governing body
Chair Steve Flynn
Headteacher Margaret Aylott
Date of prev ious school inspection 4–5 June 2008
School address Dormers Wells Lane
Telephone number 020 8813 8671
Fax number 020 8813 8861
Email address reveal email: i…

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Inspection team

Clare Gillies Additional Inspector
Howard Jones Additional Inspector
Mandy Snook Additional Inspector
David Wolfson Additional Inspector

This inspection was carried out with two days’ notice. Inspectors observed 40 part-
lessons, several of which were carried out jointly with members of the senior
leadership team. During one period, an inspector visited several Year 7 lessons for a
short time and another inspector toured the information and communication
technology (ICT) rooms. Inspectors saw over 40 teachers in lessons, tutor sessions
and an assembly. Inspectors observed the school’s work and looked at students’
work, the school’s improvement plan, records of lesson observations and data related
to exclusions, attendance, safeguarding and current standards and progress. They
looked at the school’s analysis of past performance. Inspectors took account of the

on-line Parents’ View survey in planning the inspection.

Inspectors considered responses to the questionnaires from 397 parents and carers,
142 students and 53 members of staff. GCSE and sixth form examinations were
underway during the inspection so it was only possible to watch a few, mainly
revision, lessons in Years 11 to 13. Nevertheless, meetings were held with students
in all years as well as senior and middle leaders, members of the governing body and

Information about the school

This slightly larger than average-sized school opened its sixth form in 2009. A higher
than average proportion of students are known to be eligible for free school meals.
Almost two thirds of students speak English as an additional language. There are
many different ethnic groups. Two of these, Indian and Black African, represent
about 20% each of the school community. The proportion of students supported by
school action plus or with a statement of special educational needs is twice the
national average. The majority of needs are related to moderate learning or
behaviour, emotional and social difficulties. A small number of students have hearing
impairment. A new specialist unit for them will open in September 2012 when the
school moves into its new building. Mobility is high; new arrivals (some of whom are
refugees) often have limited English and/or experience of schooling. The school has
many quality marks and awards, including the Inclusion Mark, the Cultural Diversity
Diamond Award and Leading Edge status. It has specialist status for mathematics,
computing and applied learning. The school meets the current government floor
standard, which sets minimum expectations for students’ attainment and progress.
A serious incident that occurred at the school since the previous education inspection
has been investigated by the appropriate authorities and is now closed. Ofsted does
not have the power to investigate incidents of this kind. The welfare provision in the
school was evaluated against the regulations that are in place and inspection
judgements are based on the evidence available at the time of the inspection.

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

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

Inspection judgements

Overall effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 1

Key findings

  • This is a good school. The sixth form is good and has developed significantly in
    its third year. All students receive outstanding academic and pastoral support
    and quickly settle in this most calm and harmonious school. The school is not
    yet outstanding because the good progress most students make, particularly
    evident in English and mathematics, is not seen consistently in all subjects and
    higher attainers do not always make the progress of which they are capable.
  • Students’ achievement is good. Several factors affected Year 11 students’
    progress in 2011, and GCSE results were below expectations. This interrupted
    the upward trend in standards since the last inspection, which led to results
    matching those seen nationally for the first time in 2010; students are attaining
    at similar levels to 2010 this year. Students concentrate very well in practically
    all lessons and are enthusiastic learners.
  • Behaviour is good overall but exemplary in many lessons and around the
    school. Students have very positive attitudes to learning. Above average
    attendance continues to improve. Students feel very safe and safeguarding
    procedures are excellent.
  • Teachers are enthusiastic, make lessons interesting and build up students’
    confidence. They focus on extending students’ literacy skills, for example by
    defining subject-specific vocabulary, and often link work to the outside world.
    They do not always prepare work to match the varied abilities of students,
    especially higher attainers, or give students enough time to work
  • It is the headteacher’s and senior leaders’ outstanding leadership that has
    generated improved attainment and progress and the quality of assessment,
    teaching and professional development; the latter is effectively linked to
    performance management. The high quality citizenship and personal, social and
    health education (CPSHE) programme contributes to the outstanding provision
    within the curriculum for their spiritual, moral, social and cultural development.
    The delivery and use of information and communication technology (ICT) is not
    fully up to date as its development has been hampered by limited facilities, now
    being addressed in the new building.
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, 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?

  • Increase the percentage of GCSE and sixth form results matching the national
    average in 2013 by:
    intensifying line managers’ and middle leaders’ already excellent analysis
    of performance data to highlight even earlier any underachievement and
    to respond ever more swiftly with appropriate action
    strengthening teachers’ planning to match students’ different needs and
    abilities, particularly that of high attainers
    giving students more time for independent and group learning in all years
    to help them think for themselves.
  • Exploit the new building’s facilities to deepen students’ knowledge,
    understanding and use of modern technology by:
    reviewing and updating the use of ICT in supporting learning
    rapidly integrating the virtual learning environment into the full range of
    teaching and learning.
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms

Main report

Achievement of pupils

All groups of students achieve well. Almost all students feel they learn a lot and
parents and carers agree; inspectors also agree. Students’ enthusiasm is evident in
many lessons. They enjoy working in groups or pairs and explaining their work to
others. Their excellent relationships with teachers and focused concentration are key
reasons why they learn so well, whether listening attentively as one student practises
a complex drum rhythm, applying their numeracy skills to analyse geographical
statistics or recording their ideas by using a mind map. They read well and develop
good literacy skills which they use effectively in different subjects.
The improvement in GCSE results since the previous inspection reflect consistently
good progress as students enter the school with well below average standards. In
2011, factors largely beyond the school’s control, had a significantly adverse affect

on Year 11 students’ concentration, learning and progress and results in several

subjects did not match national averages, but attainment has improved in the
current Year 11. Students in other years continued to make good progress, as Year
11 students do now; attainment is broadly average.

In the sixth form’s first two years, achievement was satisfactory in GCE subjects,

better in those in BTEC and mixed in International Baccalaureate options. Learning
from this, the courses offered, guidance given and the monitoring of students’
progress improved significantly so that most students, particularly in Year 12, are
achieving well.
School leaders know that girls achieve better than boys, especially in English. Taught
extremely well, students learning English as an additional language make rapid
progress and those who take GCSE in their home language attain high grades. When
they leave school, most students write competently and read confidently but for
some, accurately interpreting examination questions is difficult.
In 2011, some Asian and some African students did not make as much progress as
the same students nationally but the gap has narrowed this year. Achievement by
different ethnic groups fluctuates, depending on their numbers, when students
entered the school, and their fluency in English. The numbers in the sixth form from
diverse ethnic groups are too small to discern any differences in achievement.
Students who enter the school after Year 7 or with disabilities or special educational
needs make at least the same good progress as others.

Quality of teaching

Many lessons start with an intriguing picture, such as one of Olympic athletes with

the text, ‘Hard work is necessary for success’, or a challenge which captures

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

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

students’ interest. To strengthen literacy, teachers carefully define academic words

and encourage reading, speaking, and, in most lessons, writing. In some subjects,
particularly mathematics, the relevance to real life underpins learning, for example
the significance of mathematics in medicine. The very large majority of parents and
carers feel that their child is taught well; students and inspectors are equally
convinced this is true. Disabled students and those with special educational needs
are taught very well, especially in small-group sessions.
Not all teachers give students opportunities to work independently or to carry out
research to better prepare them for sixth form work. Planning work to match

students’ different levels of ability has improved but it is not done consistently,

particularly for higher attaining students. Students appreciate the time most teachers
spend marking their books, reflected in the fact that they know how well they are
doing and what they need to do to improve.
Sixth form students speak highly of the teaching they receive and particularly
appreciate the one-to-one support teachers offer readily. Examples of outstanding
practice were seen in the sixth form and the main school, often underpinned by

teachers’ strong subject knowledge, enthusiasm and confidence-inspiring style of

High quality assemblies, many tutor sessions and the very well-taught CPSHE lessons

all contribute to students’ understanding of the wider world and of personal issues.

They also underpin the strong promotion of students’ spiritual, moral, social and
cultural development.

Behaviour and safety of pupils

Over 90% of students feel that behaviour is good in lessons, although a lower
percentage of parents and carers feel this is the case. Students admit that their
behaviour early on in Year 7 is not as good as it is in later years and that they do not
always work as hard for cover or supply teachers. Behaviour seen during the
inspection was consistently good and often exemplary, both in lessons and around
the school. Students are polite and considerate; they greet visitors warmly and
describe their fund-raising activities for charity enthusiastically. Sixth formers act as
good role models by acting in a mature and sensible manner. The number of
exclusions has fallen significantly in recent years, confirming that behaviour is good
over time, at the same time as students’ attendance has risen above the national
Several parents and carers referred positively to their child’s enjoyment of, or
happiness at, school. Almost all feel that their children are safe in school and
students confirm this view. Students observe that ‘bullying is not an issue we worry

about because it doesn’t happen here’ but acknowledge that learning about different

types of bullying, such as cyber bullying, is important and that if anything happens,
the school responds immediately and firmly. They understand, if unenthusiastically,

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

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

why mobile phones are not allowed in school! Younger students admit they are not
at ease discussing topics such as homophobic bullying in CPSHE lessons but accept
that they should be reflective about different values and lifestyles.

Leadership and management

Equality of opportunity is at the core of school life. All staff, as well as members of
the governing body, strive to ensure there is no discrimination. There is an all
pervading ethnic harmony throughout the school. The school’s systems ensure that
all groups of pupils achieve equally well. Staff work efficiently, sensitively, and
successfully to tackle discrimination and to remove barriers to learning faced by a
large number of students whose circumstances have made them vulnerable.
Students trust staff and confide in them if necessary. Support from external agencies
and contact with parents and carers, using translators when necessary, are effective.
The school is a key player in the local community. Members of the governing body as
well as school staff make sure that all safeguarding requirements meet statutory
requirements and give no cause for concern.
Senior and middle leaders’ evaluations of the quality of teaching and learning are
astute and accurate as is their use of students’ progress data to support learning.
Nevertheless, the school is aware that it could make even more effort in managing
the use of assessment information to prevent any underachievement. Performance
management is closely linked to individual accountability and professional
development. Staff rate the latter highly and acknowledge that it has improved the
quality of their teaching. The students’ teaching and learning leadership group
describes the features of good lessons accurately.

The curriculum is extremely well matched to students’ needs, particularly in its

wealth of enrichment and extra-curricular activities. Many students visit museums or
travel outside London for the first time on a school outing. All these contribute to

students’ spiritual, moral, social and cultural development. Although a few students

did very well studying for the International Baccalaureate, the school was right to

focus on A levels in the sixth form’s third year. Vocational courses for Years 10 to 13

students are relevant to the world of work; horticulture and ceramics are popular in
Year 12. Practically all Year 12 students continued in education, employment or
apprenticeship in 2011, with retention rates to Year 13 matching those seen
nationally. Recent changes to the building, including a virtual learning environment,
are beginning to address successfully the use of new technology in supporting
teaching, especially in the sixth form.

The school’s capacity to improve is outstanding because the stable and very effective

leadership team is not complacent. Over the last five years, the headteacher has
overseen an upward trend in achievement and the quality of teaching and improved
standards of behaviour and attendance. The key features that generated good
progress after the last inspection and which restored it this year are firmly
established. The provision for the increasing number of hearing-impaired students
will significantly improve when the specialist unit opens. The sound field system in

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

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

the new building will make it easier for all students to hear well in any classroom,
which is not the case at present.


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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
20 39 34 7
Special schools 33 45 20 3
Pupil referral
9 55 28 8
All schools 16 47 31 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 to 31 December 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
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: 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.

Floor standards the national minimum expectation of attainment

and progression measures.

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.

21 May 2012
Dear Students

Inspection of Dormers Wells High School, Ealing UB1 3HZ

We very much enjoyed the two days we spent in your school. We appreciated your
warm welcome and how willingly you showed us where to go when we were lost!
Yours is a good school. You told us that you feel very safe and enjoy school and that
many of you intend to stay on into the sixth form, which is good and improving. You
are taught well and you agreed that the academic and pastoral care you receive is
We were most impressed with your often exemplary behaviour in lessons and around
the school, though you admitted that it is not quite so good early on in Year 7. You
get on extremely well together and your respect for each other’s different
backgrounds generates an excellent harmonious atmosphere.
Progress was not quite so good in Year 11 last year so the GCSE results dropped a
little. Now, you are all making good progress overall, especially in English and
mathematics but not always consistently in all subjects. We have asked the school to
make even more certain teachers prepare work at the right level for each of you,
especially for those of you who complete work quickly, and to give you more time in
lessons to work independently or in groups. We listened to your comments about the
quality of lessons and agreed with them, for example that the content of some ICT
lessons could be more engaging. We have asked the school to review how you learn
ICT and to develop it even further in the new building.
The headteacher, senior leaders and all staff lead the school outstandingly well; you
rightly appreciate the hours they put in to help you. Keep concentrating and working
hard, especially those of you preparing for examinations. We hope you enjoy working
in the new building next term.
Yours sincerely
Clare Gillies
Lead inspector


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