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25 February 2010 Miss Susie Davison Executive Headteacher Dorothy

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25 February 2010 Miss Susie Davison Executive Headteacher Dorothy Powered By Docstoc
					Tribal Education
1–4 Portland Square      T 08456 40 40 40        Direct T 020 8315 1250
Bristol                  enquiries@ofsted.gov.uk Direct F 020 8315 1279
BS2 8RR                  www.ofsted.gov.uk       Adrian.Lyons@ofsted.gov.uk



25 February 2010

Miss Susie Davison
Executive Headteacher
Dorothy Barley Junior School and Special Needs Base (MLD)
Ivinghoe Road
Dagenham
RM8 2NB

Dear Miss Davison

Special measures: monitoring inspection of Dorothy Barley Junior School
and Special Needs Base (MLD)

Following my visit with Pauline Berry, additional inspector, to your school on 9
February 2010, I write on behalf of Her Majesty's Chief Inspector to confirm the
inspection findings.

The visit was the third monitoring inspection since the school became subject to
special measures in January 2009. The monitoring inspection report is attached and
the main judgements are set out below.

Progress since being subject to special measures – satisfactory.

Progress since previous monitoring inspection – satisfactory.

This letter and monitoring inspection report will be posted on the Ofsted website.

I am copying this letter and the monitoring inspection report to the Secretary of
State, the Chair of the Governing Body and the Corporate Director of Children’s
Services for Barking and Dagenham.

Yours sincerely

Adrian Lyons
Her Majesty’s Inspector




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Special measures: monitoring of Dorothy Barley Junior School and Special
Needs Base (MLD)

Report from the third monitoring inspection on 9 February 2010

Evidence

The inspectors observed the school’s work, scrutinised documents and met with the
executive headteacher, groups of pupils, the chair of the interim executive board
(IEB), the headteacher from the Local Leader of Education partner school and a
representative from the local authority.

Context

In the three months since the previous monitoring visit, there have been further
changes to classroom teachers with three leaving at Christmas. This has
necessitated the engagement of temporary staff.

Pupils’ achievement and the extent to which they enjoy their learning

This area was reported in detail in the last monitoring letter. Since then, the school’s
tracking of pupils’ performance has indicated that attainment is beginning to rise and
that pupils are making better progress.

Progress since the last inspection on the areas for improvement:
      Raise achievement and standards in mathematics, English and science –
           satisfactory.

Other relevant pupil outcomes

Opportunities for pupils to participate in the life of the school, such as the
appointment of buddies, participation in assemblies and more active participation in
lessons, continue to increase. Inspectors observed good assemblies led by pupils,
who made effective use of information and communication technology (ICT). This
experience contributed well to the pupils’ spiritual, moral, social and cultural
development. Pupils greatly enjoy the new curriculum opportunities in sport and
music. Attendance has improved further in response to the school’s successful work
to reduce the number of persistent absentees.

The effectiveness of provision

Since the last visit there has been a marked improvement in the quality of teaching.
New approaches and routines, which had previously been employed inconsistently,
are now a common feature of lessons across the school. As a result, the vast
majority of teaching is now at least satisfactory. These routines ensure that pupils
are much more engaged by lessons. Pupils are actively involved in their learning and



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the school is much more vibrant than on previous visits. Pupils told inspectors that
recently teachers ‘make the lesson more fun and help you more’. They understand
that rules, such as ‘no hands up’ in response to questions, are to ensure that all
pupils are included but this rule was hard to remember for pupils and teachers. The
use of ICT to improve learning is greatly increased. The improvement in the quality
of teaching is palpable, but there is still too much variation in teachers’ expectations
of what pupils can achieve in the time available. In many classes this is improving,
but it still hampers pupils’ progress in some less inspiring lessons. Teachers still
teach to a one size fits all plan without adapting to support the less able and
challenge the more able. Therefore, there has been good improvement in the variety
of strategies and approaches used to support learning, but the improvement in
planning to support the progress of all pupils is less well developed.

Marking of pupils’ work has improved greatly since the last monitoring visit. Regular
marking that gives feedback to pupils is now common across subjects but the use of
marking for two-way communication is not always apparent.

This monitoring visit paid particular attention to provision for pupils with special
educational needs and/or disabilities. There has been strong improvement in this
area. Provision for special educational needs across the school is now satisfactory
and improving. An audit of provision has been carried out alongside a review of
intervention strategies and where they are focused. Class teachers now have useful
special needs folders but these are not yet having enough impact on the planning of
lessons. Individual education plans are now in place, and training is planned to
enable teachers to write smarter targets for pupils. Regular meetings and training
are now in place for all support staff. Inter-agency working is developing and
beginning to have a positive impact.

Progress since the last inspection on the areas for improvement:
      Improve the quality and consistency of teaching, particularly in planning,
           so that learners’ needs are met as fully as possible – satisfactory.
      Improve the use of marking, assessment and tracking data to provide
           effective academic guidance and support for pupils – good.

The effectiveness of leadership and management

Strong senior leadership continues to work effectively to raise the quality of
provision. Leaders have been instrumental in driving the advances noted above in
the quality of teaching and in the curriculum. Self-evaluation indicates that they
know the school well. Improvements noted in the last monitoring letter have been
maintained. However, further progress has been hampered by the need to make
additional appointments to strengthen middle leadership.

Progress since the last inspection on the areas for improvement:
      Strengthen the roles of staff with leadership responsibilities – satisfactory.



                                         Page 3
External support

London Challenge support is focusing on raising expectations of teaching through
peer coaching and on providing support for middle and senior leaders with
monitoring. The partnership with the Local Leader of Education school was described
in the last monitoring letter as offering potential. This link is now working well. Clear
impact can already be seen through the improvements in special educational needs
provision, which have drawn heavily on practice at the partner school. Over half the
teachers from Dorothy Barley have visited the partner school to observe good
practice. The partner school is providing mentoring and targeted peer-coaching
partnerships with identified staff, which have been received positively.

The local authority advisory service provides good support and the authority is
providing extra resources to aid recruitment. However, it is concerning that, while
there now exists a good level of external support, it is only at the beginning of the
school’s second year in special measures that this support is fully in place and the
impact is becoming apparent.


Priorities for further improvement

        Improve the quality of planning and classroom practice so that in all lessons
         pupils of all abilities feel challenged and supported.
        Use the outcomes of pupil progress meetings to inform performance
         management targets and so increase the expectations of pupils’ progress.




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