Dulwich Wood Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
337
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
020 7525 5000

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(6/12/16)
Full Report - All Reports
70%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Bowen Drive
Kingswood Estate
West Dulwich
London
SE21 8NS
02086705470

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. They have responded positively and effectively to the areas for improvement identified at the last inspection. You provide inspirational leadership. Your strong, caring, firm-but-fair approach to working with staff, pupils and parents makes everyone feel valued and proud to be part of the school community. You are well supported by your very effective leadership team, including governors. They strive constantly to develop and hone their skills in order to further improve teaching, learning and assessment and, therefore, outcomes for pupils. Leaders and staff manage the behaviour of pupils very well. Since the previous inspection the behaviour policy has been enhanced and is highly effective. Pupils value the rewards they receive for behaviour and attendance. The giant emu and flamingo puppets that guard your office are used creatively to motivate pupils to achieve and attend well. They exemplify a unique feature of your school, which is the great sense of fun that you have cultivated. This supports the strong climate for learning and the high expectations which are evident in every classroom in the school. You have been successful in ensuring that pupils leave the school at the end of Year 6 with standards which are above the national average in reading, writing and mathematics. In 2016, disadvantaged pupils did better than all pupils nationally in all of these subjects. Pupils who are currently in the school are making good progress, particularly in writing and mathematics. Notably, many pupils in key stage 1 are making very rapid progress in their writing. This indicates significant progress since the previous inspection. You instil the British values of tolerance, friendship and respect in your pupils so that they are well prepared for life in modern Britain. All members of your vibrant school community are a pleasure to spend time with because they are friendly, confident and happy. Parents speak very highly of the school and appreciate the opportunities you provide for their children. Leaders, including governors, have accurately identified areas for further improvement. Their sharp analysis of the context behind any weaker achievement in the past drives school improvement planning. For example, you recognise that the teaching of reading is something which you can develop further in order to help pupils make rapid progress and achieve even more. You understand why pupils did not do as well in the Year 1 phonics screening check in 2016 as they did in the past and you understand that further work needs to be done in order to improve pupils’ outcomes in this aspect of their learning. Observations in lessons and work in books show that teachers plan work which is set at an appropriate level for pupils’ age. Occasionally, the most able pupils are not challenged to achieve what they are capable of. For example, the most able readers are sometimes given texts which do not challenge them in terms of their complexity. Occasionally, work in mathematics is too easy for the most able pupils. This shows itself in books. Some pupils never get anything wrong or make mistakes to learn from because the pitch of the work does not push them hard enough to improve. Safeguarding is effective. Leaders, staff and governors receive appropriate, up-to-date training to ensure that they are effective in keeping children safe. Parents and pupils agree that the school is a safe, caring place to be. Staff are highly vigilant and report any issues regarding pupils’ well-being and safety swiftly. Leaders ensure that appropriate action is taken. They work tirelessly to secure support from external agencies as quickly as possible. Leaders ensure that all appropriate checks are carried out on staff who are recruited to work at the school. Inspection findings Pupils in all year groups across the school are making good progress. Leaders have undertaken a careful analysis of the outcomes pupils achieved in 2016. The drop in standards in the Year 1 phonics screening check and in the proportion of pupils achieving a good level of development at the end of the Reception Year was a result of complex staffing issues which leaders dealt with effectively. Actions have been put in place to halt the decline in standards. Teaching is improving. Children in the current Reception classes are making strong progress from their various starting points, some of which are well below those seen typically. Pupils across key stage 1 are making at least expected progress in reading and mathematics. Progress in writing is very strong indeed. Leaders have put actions in place to improve the teaching of phonics this year. Teachers are committed to teaching phonics and some do it very well and help pupils to make good progress. However, there is some evidence of weak subject knowledge in some classes. Leaders recognise that they must tackle this swiftly in order to improve outcomes for pupils further. The most able pupils, including those who are disadvantaged, are making at least expected progress in reading, writing and mathematics. However, books show that occasionally they are not challenged to achieve what they are capable of, particularly in mathematics. Sometimes in reading lessons the books that pupils are given to read do not challenge them or help them make rapid progress in applying their phonics skills in key stage 1 or in developing deeper, critical understanding in key stage 2. Children at the earliest stages of learning to read in Year 1 are given books which help them to apply their developing phonic knowledge on continuous text. In other year groups, teachers occasionally select texts for the least able readers which do not meet their needs so specifically. This has an impact on the progress that they make. Leaders have identified that they need to review resourcing and provision to make sure that the least able readers make rapid progress and catch up with their classmates. Leaders have put in place a wide range of actions and strategies to improve attendance and reduce the incidence of exclusion. Pupils respond well to a range of rewards and incentives. Attendance remains very slightly below the national average. However, the school has a number of families who are living in extremely complex circumstances. This has a negative impact on the attendance rates which do not give a true indication of the impact of the excellent work undertaken by you and the staff, to improve attendance. The incidence of exclusion has reduced significantly this academic year. Next steps for the school Leaders and those responsible for governance should ensure that: teaching results in a higher proportion of the most able pupils, including those who are disadvantaged, making rapid progress in reading, writing and mathematics in all year groups across the school teachers receive training to develop their subject knowledge and confidence in teaching phonics the strongest practice which leads to some pupils making rapid progress in their reading is shared across all year groups and classes. I am copying this letter to the chair of the governing body the regional schools commissioner and the Director of Children's Services for Southwark. This letter will be published on the Ofsted website. Yours sincerely Ruth Dollner Her Majesty's Inspector Information about the inspection The inspector agreed to prioritise the following areas with the school at the start of the inspection: the actions leaders have taken to support teachers in improving achievement by the end of the Reception Year and in key stage 1 the actions leaders have taken to improve the progress of the most able pupils, including those who are disadvantaged the effectiveness of safeguarding in the school the actions leaders have taken to improve attendance and reduce the incidence of persistent absence and exclusion. During the inspection I held meetings with you, your senior leaders and three of your governors. I met with a representative of the local authority. I visited all classrooms with you or your senior leaders and observed learning. I talked to pupils in lessons, during reading time, and as they moved around the building. I evaluated recent information about pupils’ achievement. I looked at your records for keeping pupils safe, your policies and other documents. I spoke with parents at the start of the day and I reviewed your recent survey on their views. I also considered the 40 responses to the online parent questionnaire.

Dulwich Wood Primary School Parent Reviews



Average Parent Rating

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“Amazing Dulwich Wood Primary School! By Tom's mum, Yasmin”

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"> Dulwich Wood Primary is an amazing, caring school with parents who are highly motivated to support the school such as Fruity Friday's the healthy tuck shop, car boot sales and quiz nights at Alleyn Head Pub which raised money for table tennis tables. Parents are so friendly and welcoming especially to new children and parents/carers. Celebration Assemblies are fun and interactive and end every Friday with children, staff and parents/carers singing the school song with fab headteacher on accordion or his eukelele. They have solar panels, pet chickens, a greenhouse, new reception/ year 1 building, Spanish lessons from reception class. My child is in yr 2 and is using his Spanish at home now. They have an excellent new playground. In the Afterschool Club the children are really happy and so co-operative with each other. The deputy head is a warm, welcoming 'people person'. Great homework every Friday with 10 spellings in yr 2 , reading book and Sats example questions which is good quality time with my child. Classrooms are not overcrowded. 17 children in my child's class with a teacher and teaching assistant in every class. Fab choices of after school activities such as Streetdance, gymnastics, gardening, multi sports , eukelele and Spanish.
“Dulwich Wood Primary”

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"> This school is a really nice place to learn. It has a fantastic head teacher. They give out fun homework. Celebration assemblies are great.
“Jennifer”

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"> The school is so good.
unlock % Parents Recommend This School
Strongly Agree 77% Agree 20% Disagree 0% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>77, "agree"=>20, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 44 responses up to 15-05-2019
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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

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Figures based on 44 responses up to 15-05-2019

Responses taken from Ofsted Parent View

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