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Goose Green Primary School Closed - academy converter Sept. 30, 2012

see new Goose Green Primary School

Goose Green Primary School
Tintagel Crescent
East Dulwich

phone: 020 *** ***

headteacher: Mrs Sharron Marland


school holidays: via Southwark council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
April 1, 2000
Close date
Sept. 30, 2012
Reason open
Fresh Start
Reason closed
Academy Converter
OSGB coordinates
Easting: 533707, Northing: 175360
GPS coordinates
Latitude: 51.461, Longitude: -0.076731
Accepting pupils
3—11 years old
Ofsted last inspection
June 13, 2012
Region › Const. › Ward
London › Dulwich and West Norwood › East Dulwich
Urban > 10k - less sparse
Special classes
Has Special Classes
Fresh start
Fresh Start

rooms to rent in Southwark

Schools nearby

  1. Grove Vale School SE228DT
  2. Goose Green Primary School SE228HG (473 pupils)
  3. 0.1 miles The Theodore McLeary Primary School SE228PW
  4. 0.1 miles Southwark Small School SE228EA
  5. 0.1 miles The Theodore McLeary Primary School SE228PW
  6. 0.1 miles New Hope Christian Academy SE228PW
  7. 0.2 miles St Johns' and St Clements Church of England Primary School SE154DY (404 pupils)
  8. 0.2 miles Woodstock School SE154DY
  9. 0.2 miles St John's and St Clement's Primary School Co Hearing Impaired Unit SE154DY
  10. 0.4 miles Dog Kennel Hill School SE228AB (488 pupils)
  11. 0.5 miles Bellenden Primary School SE154PF (276 pupils)
  12. 0.5 miles Bessemer Grange Junior School SE58HP
  13. 0.5 miles Bessemer Grange Infants' School SE58HP
  14. 0.5 miles Alleyn's School SE228SU (1226 pupils)
  15. 0.5 miles Bessemer Grange Primary School SE58HP (485 pupils)
  16. 0.6 miles Heber Primary School SE229LA (484 pupils)
  17. 0.6 miles Peckham Rye Primary School SE153PD
  18. 0.6 miles Dulwich High School for Boys SE249JH
  19. 0.6 miles James Allen's Girls' School SE228TE (1074 pupils)
  20. 0.6 miles The Charter School SE249JH
  21. 0.6 miles The Villa SE155AH (41 pupils)
  22. 0.6 miles Rye Oak Primary School SE153PD (510 pupils)
  23. 0.6 miles Harris Boys' Academy East Dulwich SE220AT (717 pupils)
  24. 0.6 miles The Charter School SE249JH (1174 pupils)

List of schools in Southwark

Age group 3–11
Inspection date(s) 13–14 June 2012
Inspection number 381436

Goose Green Primary School

Inspection report

Unique reference number 132022
Local authority Southwark
Inspect ion number 381436
Inspect ion dates 13−14 June 2012
Lead inspector Sheena MacDonald HMI

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 440
Appropriate authority The governing body
Chair Robert McDade
Headteacher Sharron Marland
School address Tintagel Crescent
East Dulwich
SE22 8HG
Telephone number 0208 6933568
Fax number 0208 69338416
Email address reveal email: off…
Inspection report: Goose Green Primary School, 13–14 June 2012 2 of 12

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Inspection report: Goose Green Primary School, 13–14 June 2012 3 of 12

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 team

Sheena MacDonald Her Majesty’s Inspector
Stephen Fletcher Additional inspector
Janice Thomas Additional inspector

This inspection was carried out with two days' notice. The inspectors observed
teaching and learning in 26 lessons, involving all teachers, and carried out several
shorter observations and learning walks throughout the school to look at the quality
of learning. They held discussions with the headteacher, senior leaders, pupils and
members of the governing body. They also had discussions with representatives from
the local authority and London Challenge. They observed the school's work, talked
with pupils, heard several read and discussed reading and writing with them, looked
at case studies relating to a sample of pupils and scrutinised pupils’ books. They
looked at improvement plans, monitoring and assessment information, minutes of

the governing body’s meetings, policies and procedures relating to safeguarding.

There were 15 responses for inspectors to consider from the online questionnaire
(Parent View) when preparing for the inspection and the inspectors took account of
the questionnaires from staff, pupils and 240 parents and carers.

Information about the school

The school is much larger than most primary schools and the number on roll is rising.
There is part-time nursery provision for 60 children aged three to four years. An
above average proportion of pupils are known to be eligible for free school meals.
Just over 85% of pupils come from a range of ethnic backgrounds other than White
British: the largest groups are Black African and Black Caribbean. About one third of
pupils are learning English as an additional language but few are at the early stages
of acquiring English. There are average numbers of disabled pupils and those with
special educational needs, including the proportion supported by school action plus
or with a statement. The number of pupils joining the school at other than normal
times is increasing and is now higher than average. The school provides breakfast-
and after-school clubs.

In 2011, the school met the government’s floor standard which sets the minimum

expectations for attainment and progress.

Inspection report: Goose Green Primary School, 13–14 June 2012 4 of 12

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 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. It has made rapid progress since the previous inspection
    because of excellent leadership and management. Pupils, parents, carers and
    staff agree that this is a happy, safe school where pupils make good progress.
    The school is not yet outstanding because teaching and achievement are good
    rather than exceptional. Past weaknesses mean that there remain some gaps in
    pupils’ learning and there is still some catching up to do to ensure that all
    pupils, and particularly more-able pupils, achieve as well as they possibly can.
  • Pupils make good progress from relatively low starting points so that, by the
    time that they leave, attainment is broadly average. Pupils from potentially
    underachieving groups achieve better than similar pupils nationally and gaps in
    attainment are closing rapidly. The number of pupils achieving the expected
    levels in both English and mathematics is well above average; however,
    attainment at the higher levels remains relatively low.
  • Lessons are well planned with a clear focus on learning and a strong element of
    enjoyment. Adults use effective questioning skills to extend the learning and to
    match it to pupils’ different abilities. There is some outstanding teaching but
    teachers do not always provide sufficient opportunities for pupils to work
    independently and develop their thinking and problem-solving skills.
  • Good behaviour is the norm and, throughout the school, there is a strong sense
    of security, enjoyment and social cohesion. Pupils want to learn and take pride
    in their achievements. Their attendance has risen significantly during this
    academic year.
  • Senior leaders, including governors, are highly effective with a very clear
    understanding of the school’s strengths and areas for further improvement.
    Staff performance is managed very well and the leadership of teaching is very
    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
    effective leading to much improved provision and outcomes.
Inspection report: Goose Green Primary School, 13–14 June 2012 5 of 12

What does the school need to do to improve further?

  • Raise attainment and accelerate the progress, particularly of more-able pupils,
    using the excellent teaching that already exists to raise the quality of all
    teaching and increase the percentage of pupils reaching the higher
    National Curriculum levels
    increasing the opportunities for pupils to work independently, use their
    own initiative and develop their enquiry and problem-solving skills.

Main report

Achievement of pupils

Almost all parents, carers and pupils believe that children make good progress in
school, particularly in their communication, reading, writing and mathematics skills.
The inspection team agrees and, during the inspection, there were many examples
of pupils keen to demonstrate their skills. For example, over lunch, a group of
reception pupils enthusiastically showed off their counting prowess. Throughout the
school, pupils are keen learners who take a pride in their work.
Over the past two years attainment has risen across the school and there has been a

particularly noticeable improvement in children’s attainment by the end of the Early

Years Foundation Stage. The school has vigorously tackled previous
underachievement so that most pupils make good progress and, by the time they
leave, achieve the expected levels for their age in both English and mathematics.
However, fewer than average attain at the higher National Curriculum levels. By the
end of Key Stages 1 and 2 attainment in reading is broadly average. Last year
mathematics was weaker at Key Stage 1. Current assessments and the work in

pupils’ books show that effective action has led to this weakness being rectified.

A whole-school focus on encouraging communication and language development
means that pupils enjoy good opportunities to discuss their learning and use the
correct vocabulary. For example, in a physical education lesson, Year 4 pupils
discussed their movement sequences using terms such as transition, balance, control
and stable, and in a Year 1 art lesson, pupils used words such as shading when
evaluating their observational drawings. During the inspection, there were many
good examples like this; however, there were also missed opportunities for pupils to
fully develop their ideas. Younger pupils are keen to read and are able to identify and
blend sounds to read unfamiliar words. Older pupils are confident readers and
discuss a good range of books with evident enjoyment and understanding.
The school uses assessment information very well and links this to lesson

Inspection report: Goose Green Primary School, 13–14 June 2012 6 of 12

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

observations and pupils’ work to quickly identify any pupils or groups who may be

falling behind. Well-targeted activities in lessons, small group work and effective
support from teaching assistants enable these pupils to catch up. As a result, all
groups, including disabled pupils and those with special educational needs, make
good progress.

Quality of teaching

Teachers promote pupils’ spiritual, moral, cultural and social development very well
by providing an engaging and wide-ranging curriculum; being good role models and
having high expectations with regard to behaviour. The impact of this is very clear in
the warm relationships, pupils’ pride in, and attitudes towards, learning. Lessons are
generally lively and interesting and teachers inject an element of fun so that the

school’s goals of life, learning and laughter become a reality. The inspection team

agrees with parents, carers and pupils that teaching is good and this explains pupils’
good progress.
Pupils say that teachers make lessons interesting and make sure everyone
understands how well they are learning, what their targets are and how to improve

their work. Teachers’ lesson planning shows that they have a very clear

understanding of what learning is needed to achieve the next steps. They use
assessment information effectively to build on previous learning and to identify areas
of weakness. They also make good use of assessment during lessons to check on

pupils’ understanding and tackle any misconceptions. This was evident during a

Reception class mathematics lesson where the teacher used thought-provoking

questions to probe children’s learning. She encouraged them to give extended

answers and gave them good opportunities to discuss their learning with each other.
The quality of teaching across different subjects observed is consistently good. High
quality teaching in subjects such as music, physical education and art gives pupils
valuable opportunities to develop knowledge, skills and their interests and to improve
their literacy and numeracy skills in different contexts. Disabled pupils and those who
have special educational needs are given additional, well-targeted support in lessons
and small-group activities. During the inspection, very little outstanding teaching was
seen. This is because, occasionally, adults talk too much, which reduces the time for
pupils to make leaps in their learning. Generally, there are too few opportunities for
pupils to take the initiative and develop their enquiry skills.

Behaviour and safety of pupils

Pupils are polite and friendly while at the same time being sparky, confident and full
of beans. The inspection agrees with the vast majority of parents, carers and pupils
who believe that children are safe and that behaviour is usually good and well
managed. Pupils understand about different types of bullying and are confident that
any type of bullying is taken seriously and managed well. They are proud of the
cultural diversity of the school and are very interested in the views and ideas of

Inspection report: Goose Green Primary School, 13–14 June 2012 7 of 12

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

others. They co-operate well and have good attitudes in lessons. These attitudes are
supported by the rich curriculum which has a strong emphasis on social and moral
development and also offers a wide range of interesting learning opportunities that
successfully extend and enrich learning. Pupils know how to stay safe and behave
when they are on visits outside school and understand that this is important
because, as one said, ‘We learn more when we go outside to exciting places.’
Breakfast and after-school clubs and lunchtimes are well organised and pupils enjoy
the good range of activities provided.

Pupils take responsibility for each other’s well-being and understand that they make

a valuable contribution to the ethos of the school. Older pupils know that they have
played an important role in the improvement of the school. They know that their
views are valued, are keen to participate in all aspects of school life and take on
responsibilities enthusiastically even when these are rather unglamorous, for
example collecting and stacking the dirty plates during lunchtime. Pupils support new
arrivals effectively by making sure they have someone to play with and showing
them how to fit in with school systems and routines. Several very recent arrivals
were seen happily mixing with other pupils and clearly enjoying being at Goose
The improvement in behaviour and in the quality of education on offer means that
attendance which has been low in the past is improving well. The number of pupils
who take a lot of time off has reduced dramatically because of the good work the
school does in partnership with parents, carers and others.

Leadership and management

Parents, pupils and staff are very complimentary about the positive impact of the

headteacher and rightly so because she has achieved a great deal in a relatively
short time. One of several parents and carers who commented specifically about this

said, ‘The strong leadership shown by the headteacher and the dedication of her

staff to the well-being and learning of the children have meant the reputation and
profile of the school have improved dramatically over the past two years in the
community.’ This is reflected in the very high numbers of parents and carers seeking
places for their children at the school.

Senior leaders, including governors, are talented and provide excellent role models.
Morale is high and there is strong corporate responsibility and accountability with
every member of staff clear about their responsibility for ensuring pupils have the
best chances possible. Senior leaders know the strengths and weaknesses of the
school exceptionally well because of regular monitoring which is sharply focused on

pupils’ specific needs. Staff performance is managed very well so that individual

requirements are followed up with coaching and training. Strategies to improve
achievement, teaching, behaviour and safety are evaluated rigorously to ensure that

they are effective. Safeguarding arrangements are exemplary and the school is very

effective in promoting equality and tackling discrimination. This is clearly evident in

Inspection report: Goose Green Primary School, 13–14 June 2012 8 of 12

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

the strong cohesive community and reducing gaps between the achievements of
different groups. As a result, the school provides excellent value for money and the
track record of improvement shows that it has strong capacity for further
The curriculum is very well planned with a strong focus on celebrating diversity,
enriching pupils’ language skills and ensuring that their interests are central. Regular
opportunities are taken to link learning to real life. Learning is enriched by regular

visits and by working in partnership with external specialists. The school’s effective

systems of evaluation, review and improvement planning support subject leaders to
have an increasingly positive impact as they enthusiastically promote the learning
and opportunities in various subjects.
The school has developed strong relationships with parents and carers. This is
reflected in the high number of parents and carers who returned the inspection
questionnaires, the vast majority of whom were positive about all aspects of the

school’s work. They say that the school responds well to their concerns, keeps them

well informed and helps them to support their children’s learning effectively. One
commented that, ‘There is always something interesting going on for parents and

Inspection report: Goose Green Primary School, 13–14 June 2012 9 of 12


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 46 46 8 0
Primary schools 8 47 40 5
14 38 40 8
Special schools 28 48 20 4
Pupil referral
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
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.

Inspection report: Goose Green Primary School, 13–14 June 2012 10 of 12

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.

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.

Inspection report: Goose Green Primary School, 13–14 June 2012 11 of 12

15 June 2012
Dear Pupils

Inspection of Goose Green Primary School, East Dulwich SE22 8HG

Thank you for being so friendly and polite when inspectors visited your school
recently and an especially big thank you to all of you who spent time with us at
playtimes and lunchtimes. Everyone, including your parents and carers, was keen to
show us how much your school has improved and we agree. Goose Green is a good
You are thoughtful, get along well together and help to make your school a safe and
happy place. We could see that you take a pride in your work and you are making
good progress in reading, writing and mathematics. You also have lots of
opportunities to do well in other subjects such as physical education, art and music.
We enjoyed looking at the lovely artwork around school and listening to your
enthusiastic and tuneful singing in assembly. Your teachers plan good lessons and
make the learning fun.
The school has improved so much because your headteacher and the other leaders
have a very good idea of what an excellent school should be like and they are very
good at inspiring other people, including you, to aim high. They also make sure that
you are very well looked after. We know they want the school to be even better so
we have made some suggestions which we think will help.
Although you do well, and more of you achieve the National Curriculum levels
expected for your age than pupils in other schools, not so many achieve the higher
levels. We think that some of you would enjoy even harder work! We have asked
your teachers to share their good ideas so that much more of the teaching can be
excellent. We have also asked them to give you plenty of opportunities to use your
own ideas and develop your problem-solving and thinking skills.
Your school lives up to its goals of, ‘life, learning, laughter’ – well done! You can help
make it even better by always trying your hardest. Thank you again for your help
and I wish you well for the future.
Yours sincerely
Sheena MacDonald
Her Majesty's Inspector

Inspection report: Goose Green Primary School, 13–14 June 2012 12 of 12


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