Development Focus 2016/17
The Governors, Leadership and staff at school evaluate the impact of all initiatives and actions on a regular basis. Through this process of self evaluation certain areas for development come to the fore and we then address these through the School Development Plan (SDP). These plans are often created through discussion with the children as well as other outside advisors such as members of the Southwark Diocese Board of Education (SDBE) and Local Authority.
This academic year (2016/17) we are focussing on the following developments:
- To raise the attainment in writing, developing spelling, grammar and cross curricular opportunities for writing across the school.
- To improve assessment for learning to ensure greater depth learning opportunities are given earlier in the year and all objectives focus tightly on KPIs and AREs.
- To improve assessment systems and processes to ensure that Y1 children have the same opportunity to reach expected standards as children in Y2 and Reception.
- To maintain the attainment levels reached in 2015-2016, ensuring that the majority of children who did not reach Y1S (including Pupil Premium children), make accelerated progress in Y2 (4 points).
- To better respond to attendance figures for vulnerable groups and challenge attendance rates.
- To ensure children have an excellent understanding of how to stay safe online and parents understand how to ensure screen time is safe and appropriate.
- Improve transitions across the school through a consistent approach and high expectations in and out of the classroom.
- To embed the new R.E. Scheme of Work into the teaching and curriculum within the school.
Lake Building Office Extension - October 2016
The Lake Building offices will be going through an extension programme and update starting in October half term 2016. The work will continue until the end of the spring term. The update includes increasing office space for leadership and administrative work, a small group work room/meeting room and a vestibule reception area for parents and visitors to wait comfortably in order to be greeted by a member of staff. The offices will be relocated for this period of works in the Year 1 classroom block. We apologise in advance for any upheaval this causes to bringing and collecting children at the beginning and end of the day; we hope to keep any disruption to a minimum. As always, the children's safety will be first and foremost in our minds. If you have any questions please contact the school office who will be able to help you.
Development of the Playground in Lake Building
This May we redeveloped the Year 1 Playground at the front of the Lake Building to create a brighter more inviting space for the children to play and learn in. Included in this is a den making structure, sand and water play and a role play area. The second part of the garden project involved turning an unloved corner of our larger playground in the Lake Building into a Peace Garden. Here there are spaces for story telling, a sensory walkway, spaces to sit and play quietly as well as sensory planting and a bug hotel. It is a great area that is used and enjoyed by all the children at DVIS. We are very grateful to the PTFA who raised £20,000 towards these projects, thank you!
Local Authority Review October 2014
The purpose of the LA review is to give external validation of the judgements made by the school leaders and the opportunity to discuss further development as identified in the School Development Plan and Self-Evaluation documentation.
As a result of strong leadership at every level, strong governance and a committed and skilled staff team, Dulwich Village Infant school works effectively with all members of the school community to provide a rich, high quality education for all its children. It is an outstanding school where children develop both personally and academically and achieve extremely well. There is a strong, positive ethos underpinned by the school’s core values that permeates all aspects of school life.
Extracts from the LA review report:
- A high percentage of children make at least good and often outstanding progress as they move through the school. Disadvantaged children make at least good and often outstanding progress and their attainment is higher than all children nationally at the end of KS1. The in-school attainment gap is narrowing. Achievement overall is at least good and often outstanding for all groups of children.
- The curriculum engages children in their learning and they learn well across different curriculum areas.
- Looking at the evidence in books, data, learning environment and evidence collected through discussions with children and parents, teaching over time was judged as outstanding.
- The teaching of phonics is outstanding.
- Resources, including the use of IT, are well used to support the in depth learning of all groups of pupils.
- Teachers have high expectations of all groups of children.
- Assessment is used effectively both to inform planning and also to modify teaching as lessons progress. There is a consistent and age appropriate approach to marking and feedback which is understood by the children.
- Parents were overwhelmingly positive about the school and school leaders. They commented on the excellent induction procedures for children joining the school. Communication with parents is seen as strength, as is Inclusion.
- Pastoral care was considered a strength and parents are very satisfied with the provision of breakfast club and after school clubs.
- Children are very positive about their school. They enjoy studying different topics and going on trips. They are very positive about the range of clubs provided by the school.
- Governors know the school very well. They have a clear understanding of a range of data and provide an appropriate degree of challenge for school leaders.
- The promotion of children’s spiritual, moral, social and cultural development is a strength of the school and linked closely to the school’s core values.
The school publishes results each year for the end of Year 2 teacher assessments, the phonics screening checks in Year 1 and the Foundation Stage Profile assessment results.
Please note summer 15 was the last time children in Key Stage 1 will be assessed by national curriculum level descriptors. Since September 2015, we assess against the national standards – we are aiming for all our children to reach the expected standard for their age and for many to reach Mastery level (this level requires them to demonstrate a depth of understanding that goes beyond the expected standard for their age).
To view the school's performance, characteristics and spend per pupil data and our latest set of financial accounts, please visit the link below:
Other statistics can be found on the Ofsted dashboard here: dashboard.ofsted.gov.uk (and in the blue Ofsted box on this page).