Download a copy of the report: Dania School RCI report for issuing
REGULATORY COMPLIANCE INSPECTION REPORT
|Registered charity number||1153166|
|Address||St David’s Church 74 Westbourne Rd London
|Telephone number||0207 6074268|
|Email address||[email protected]|
|Headteacher||Mr John Newman|
|Chair of governors||Mr Peter Melbye|
|Age range||3 to 11|
|Number of pupils on roll||32|
|Preschool & 10
Inspection dates 31 January to 1 February 2018
1. BACKGROUND INFORMATION
About the school
- Dania School is an independent, bilingual Danish and English day school for boys and girls aged between 3 and 11 The school is a registered charity with a board of trustees. The trustees and up to two appointed parent governors form its governing body. Most trustees have Danish heritage and some live in Denmark. Since the previous inspection, which followed shortly after the school’s opening in 2013, the school has developed to have pupils in each year group of its age range and moved to new premises in 2016. The current head has been in post since July 2017. The school is located within the rooms of a church, close to central London and makes use of outdoor recreational spaces in the locality.
What the school seeks to do
- The school was founded to provide a bilingual, multicultural education in Danish and English, which draws on Scandinavian teaching practices, blended with the English National Through a holistic approach, with a focus on outdoor education, the school aims to develop each individual to his or her full potential. It seeks to prepare its pupils to continue their education either in Denmark, should the family relocate there or in the UK if the family stays here. The school, welcomes non-Danish families, including English children, who share the Scandinavian ethos of the school.
About the pupils
- Pupils come mostly from Danish expatriate families with business and professional backgrounds. Nationally standardised tests data indicate that the ability of the pupils is above Three pupils have been identified by the school as requiring support for special educational needs and/or disabilities (SEND), one having an education, health and care (EHC) plan. Most pupils speak both Danish and English; no pupils have English as an additional language (EAL) at a level which requires them to receive additional support. Small class sizes enable provision for the schools’ more able pupils within the normal classroom environment.
2. REGULATORY COMPLIANCE INSPECTION
The registration authority for independent schools is the Department for Education (DfE), which directs inspection according to a specified frequency or at any time where the DfE has particular concerns about a school. The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the purpose of inspecting schools which are, or whose heads are, in membership of the associations which form the Independent Schools Council (ISC) and reporting on the extent to which they meet the Independent School Standards (‘the standards’) in the Schedule to the Education (Independent School Standards) Regulations 2014. Accordingly, inspection records whether the school meets each of these standards, which are arranged in eight Parts, each of which is divided into separate paragraphs. The inspection of schools that have early years settings not requiring registration similarly records whether the school complies with key provisions of the Early Years Foundation Stage statutory framework. Additionally, the inspection reports on the school’s accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment under section 548 of the Education Act 1996. It comments on the progress made by the school in meeting the compliance action points set out in the school’s most recent statutory inspection.
All association independent schools will have an inspection within three years from April 2016, in accordance with the Framework and DfE requirements. The inspection may be of COMPLIANCE ONLY or a combined inspection of EDUCATIONAL QUALITY AND COMPLIANCE depending on a number of factors, including findings from their most recent inspection. Schools judged not to meet the standards may also be subject to a progress monitoring visit before their next routine inspection. The progress monitoring visit will judge whether the school has taken the necessary action to meet any un-met standards identified at their previous inspection.
The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership.
This is a COMPLIANCE ONLY inspection and as such reports only on the school’s compliance with the standards. The standards represent minimum requirements and judgements are given either as met or as not met. All schools are required to meet all the standards applicable to them. Where the minimum requirements are not met, this is clearly indicated in the relevant section of the report and the school is required to take the actions specified.
Inspections do not include matters that are outside of the regulatory framework described above, such as: an exhaustive health and safety audit; compliance with data protection requirements; an in-depth examination of the structural condition of the school, its services or other physical features; contractual arrangements with parents; an investigation of the financial viability of the school or its accounting procedures.
Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be referred to specifically in published reports in this document but will have been considered by the team in reaching its judgements.
- The school meets the standards in the schedule to the Education (Independent School Standards) Regulations 2014, and relevant requirements of the statutory framework for the Early Years Foundation Stage, and associated requirements, and no further action is required as a result of this
PART 1 – Quality of education provided
- The school uses its own framework to determine attainment, instead of the national
- The curriculum is documented, supported by appropriate plans and schemes of work for the pupils and covers the required breadth of The teaching enables pupils to make good progress, encompasses effective behaviour management and is supported by suitable resources. A suitable framework for the assessment of pupils’ performance is in place.
2.4 The standards relating to the quality of education [paragraphs 1–4] are met.
PART 2 – Spiritual, moral, social and cultural development of pupils
- Principles and values are actively promoted which facilitate the personal development of pupils as responsible, tolerant, law-abiding
2.6 The standard relating to spiritual, moral, social and cultural development [paragraph 5] is met.
PART 3 – Welfare, health and safety of pupils
- Arrangements are made to safeguard and promote the welfare of pupils by means that pay due regard to current statutory guidance; good behaviour is promoted; bullying is prevented so far as reasonably practicable; health and safety requirements are met, including those relating to fire safety; provision is made for first aid. Pupils are properly supervised; admission and attendance registers are maintained, as required, and there is a strategic approach to risk A disability access plan is in place.
2.8 The standards relating to welfare, health and safety [paragraphs 6–16], the requirement of Schedule 10 of the Equality Act 2010, and the ban on corporal punishment under section 548 of the Education Act 1996 are met.
PART 4 – Suitability of staff, supply staff, and proprietors
- The school makes appropriate checks to ensure the suitability of staff, supply staff, and proprietors and a register is kept as
2.10 The standards relating to the suitability of those in contact with pupils at the school [paragraphs 17–21] are met.
PART 5 – Premises of and accommodation at schools
- Suitable toilet, changing and showering facilities for pupils and appropriate accommodation for their medical and therapy needs are The premises are maintained to a standard commensurate with health and safety; acoustics and lighting are appropriate; water provision is adequate. Suitable outdoor space is provided for physical education and outdoor play.
2.12 The standards relating to the premises and accommodation [paragraphs 22–31] are met.
PART 6 – Provision of information
- A range of information is variously published, provided or made available to parents, inspectors and the Department for These include details about the proprietor, the ethos of the school and the curriculum, and of the school’s arrangements for admission, behaviour and exclusions, bullying, health and safety, first aid, details of the complaints procedure, and the number of complaints registered under the formal procedure during the preceding school year, and the provision for those with education, health and care plans or English as an additional language. They also include particulars of the school’s academic performance during the preceding school year, inspection reports and (for parents only) a report at least annually of their own child’s progress. The safeguarding policy is posted on the school’s website.
2.14 The standard relating to the provision of information [paragraph 32] is met.
PART 7 – Manner in which complaints are handled
- Parental complaints, if any, are handled effectively through a three-stage process, (informal, formal and a hearing before a panel of three, one of whom is independent of the school). Each stage has clear time scales, and at the third stage the panel can make findings and recommendations which are communicated to the Records are kept appropriately, including of any action taken, whether or not a complaint is successful.
2.16 The standard relating to the handling of complaints [paragraph 33] is met.
PART 8 – Quality of leadership in and management of schools
- The proprietor ensures that the leadership and management demonstrate good skills and knowledge, and fulfil their responsibilities effectively, so that the other standards are consistently met and they actively promote the well-being of the
2.18 The standard relating to leadership and management of the school [paragraph 34] is met.
- The inspectors observed lessons, conducted formal interviews with pupils and examined samples of pupils’ They held discussions with members of staff and with the chair of governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended form periods and assemblies. Inspectors visited the facilities for the youngest pupils, together with the learning support and educational resource areas. The responses of parents and pupils to pre- inspection questionnaires were analysed, and the inspectors examined curriculum and other documentation made available by the school.
Mr Christopher Sanderson Reporting inspector
Ms Joanna Leach Compliance team inspector (Head, IAPS school)