Ofsted
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17 July 2017
Ms Julia Corby
Headteacher
St Dunstan’s Cheam CofE Primary School
Anne Boleyn’s Walk
Cheam
Sutton
Surrey
SM3 8DF
Dear Ms Corby
Short inspection of St Dunstan’s Cheam CofE Primary School
Following my visit to the school on 4 July 2017, I write on behalf of Her Majesty’s
Chief Inspector of Education, Children’s Services and Skills to report the inspection
findings. The visit was the first short inspection carried out since the school was
judged to be good in May 2013.
This school continues to be good.
The leadership team has maintained the good quality of education in the school
since the last inspection. Since your appointment as headteacher in 2014, you have
brought stability to the school and established a culture in which the school’s
strengths and weaknesses are openly and honestly reviewed. You have evaluated
the school’s work and swiftly took action, focusing your attention on updating the
assessment system and addressing the decline in pupils’ outcomes. You have
worked closely with the governors to ensure that all leaders and staff understand
the strategic vision for the school. Your motivational leadership ensures that staff
trust you to make the right decisions. They know that you have only the best
interests of the pupils firmly at the forefront of your mind. Parents and carers are
very positive about the school and the standard of care their children receive.
You are ably supported by a strong team of senior and middle leaders. They are
clear about their responsibilities and actively seek out fresh ideas to improve the
quality of teaching and learning. Governors are committed to supporting and
challenging school leaders to drive further improvements. They are reflective about
their roles and have developed their governance skills over time. One parent
described the school as, ‘a happy school’ and I agree. There is a strong sense of
family values underpinned by the Christian ethos which pupils talk of with pride.
Pupils of all abilities across both key stages make good progress in reading, writing
and mathematics. Attainment overall is above national averages and the proportion
of children at the end of the Reception Year achieving a good level of development
is consistently high. Staff continue to work on the recommendations that were
made in the last inspection report. They know there is still more work to do to
ensure that the most able pupils are routinely challenged in their learning so that
they can achieve their full potential.
Safeguarding is effective.
Leaders and governors make sure that they are well informed about the latest
safeguarding requirements. The appropriate pre-recruitment checks on the
suitability of staff are carried out diligently. All staff have received up-to-date
training, including on the ‘Prevent’ duty and child sexual exploitation. Staff are clear
about the school’s procedures for reporting any concerns they have about pupils.
Leaders follow up any concerns promptly, ensuring that pupils are kept safe and
that they receive appropriate support from external agencies, as required.
Pupils say that they feel safe at school and that teachers look after them well. They
know, for example, that visitors to the school have to wear special badges and that
if they see anyone without one they must tell a member of staff. Parents agree
wholeheartedly that their children are safe at school. Pupils are confident that they
can talk to their teachers if they have any worries. Leaders give pupils lots of
information about safety, for example on stranger danger, road safety and staying
safe online.
Inspection findings
At the start of the inspection we agreed three areas to look at to secure evidence
that the school remains good.
In 2016, pupils’ attainment in reading, writing and mathematics by the end of
Year 2 was above national averages. However, the number of middle- and high-
attaining pupils achieving greater depth was below average by comparison.
Leaders recognised that more key stage 1 pupils should be achieving higher
standards and have put effective actions in place to secure this.
Staff have received well-considered training on how to raise the level of challenge
in lessons for the most able pupils. Leaders have launched a new mathematics
curriculum which has been rolled out gradually across all year groups. As a result,
teaching is now well structured so that pupils reinforce and build on their
understanding of mathematical concepts while working progressively through
topics. In writing, pupils now use checklists so that they know exactly what they
need to do to achieve the highest standards. Leaders also raised the expectations
of writing so that these are consistently high across all subjects, not just English.
Reading sessions include more effective activities to develop pupils’
comprehension skills.
Current performance information indicates that a high proportion of pupils in
Years 1 and 2 are making strong progress, particularly in mathematics. Many
Year 1 pupils are already working at greater depth in reading and writing.
However, visits to classes and work in books show that the level of challenge for
pupils is inconsistent. The school recognises that there is still further work to do
to ensure that more middle- and high-attaining pupils achieve higher standards.
We next reviewed the actions taken to improve outcomes for disadvantaged
pupils at key stage 2 and the impact of pupil premium funding. The small number
of disadvantaged pupils made significantly below-average progress in reading
and mathematics by the end of Year 6, with most not achieving the expected
standard in 2016.
In response to the disappointing results, leaders and governors reviewed and
analysed their strategy for allocating the pupil premium funding. You were able
to explain in detail how the funding is now allocated and evaluated every half
term to assess the impact it is having. An additional teacher gives class teachers
the time to work with small groups of pupils and provide individual teaching. Year
5 pupils benefit from an extra teacher in mathematics so that they receive
individual help tailored to their needs. Leaders ensure that pupils’ personal and
social development is supported through nurture groups specific to pupils’ needs.
Through observations of pupils in class and my discussions with senior leaders, I
consider that the school has taken appropriate steps to improve outcomes for
disadvantaged pupils. The funding is being used to good effect. Work in pupils’
books and current performance information show that the majority of
disadvantaged pupils are making strong progress from their different starting
points. Pupils can talk confidently of the progress they feel they have made and
how teachers support them well.
The final area we looked at was related to key stage 2 science teaching. In 2016,
pupils’ attainment in science at the end of Year 2 was in line with the national
average. However, at key stage 2, the proportion of pupils achieving the
expected standard was below the national average overall.
Leaders acknowledged that the focus on mathematics and literacy in previous
years had led to a decrease in science results. As a result, leaders redesigned the
curriculum and most subjects, including science, are taught in half-termly topics.
Pupils study science for approximately one hour a week and the new science
programme ensures that there is clear progression across year groups. Teachers
plan creative and interesting lessons to engage and motivate pupils to achieve
well.
Science has a much higher profile in the school than previously, as a result of
some of the actions implemented by school leaders. These include the
development of different habitats in the outdoors provision, areas for each class
to grow plants, the celebration of science week and various extra-curricular
activities. Pupils have more opportunities for investigative learning and the
chance to apply their mathematical skills in science. Current outcomes suggest
that a higher proportion of Year 6 pupils are on track to achieve the expected
standard in science.
Next steps for the school
Leaders and those responsible for governance should ensure that:
pupils are challenged consistently in lessons so that more pupils, particularly
middle- and high-attaining pupils, achieve higher standards in their work
they continue to monitor closely and review the use of pupil premium funding to
ensure that it makes a difference for the pupils it is meant to support.
I am copying this letter to the chair of the governing body, the director of education
for the Diocese of Southwark, the regional schools commissioner and the director of
children’s services for Sutton. This letter will be published on the Ofsted website.
Yours sincerely
Jude Wilson
Her Majesty’s Inspector
Information about the inspection
During the inspection I held several meetings with you and the deputy headteacher.
I met with four governors and a representative from the local authority. I had a
discussion with key stage 1 teachers and the science coordinator. I visited a number
of lessons, some accompanied by senior leaders, and spoke to pupils. I evaluated
the school’s safeguarding procedures and documentation provided by the school,
including the self-evaluation, current performance information and external reviews
of the school. I considered the responses to the Ofsted questionnaires from 108
parents, 244 pupils and 14 members of staff.
