Dewvale School

Attainment and progress, although good in science in the Kindergarten are mostly acceptable across the core subjects. Progress is good in Islamic Education across all phases, and in mathematics in the middle phase. Students engage enthusiastically in practical and interactive activities. The application of learning to everyday contexts is evident in some mathematics lessons, but more variable in other subjects and phases. Opportunities for students to develop innovation, enterprise, and higher-order thinking skills remain limited.

Students demonstrate positive behaviour and respectful relationships across all phases. They work well together and are attentive to the views and opinions of others. Punctuality and attendance are very good for all students. The school’s healthy living initiative has had a positive impact, with students increasingly making healthy choices and engaging in regular physical exercise. Students demonstrate a strong awareness of Islamic values. Respect, kindness, responsibility and tolerance are reflected in their behaviour, leadership roles and community involvement.

Teachers create supportive learning environments and demonstrate secure subject knowledge. However, their understanding of teaching methods and classroom practice is still developing. Lesson planning is generally consistent, but how students are taught varies, leading to uneven learning experiences. Work is not always well matched to students’ ability, and questioning does not consistently deepen thinking. Not enough use is being made of the information obtained through the school’s assessment processes to guide teaching and curriculum adaptations.

Wellbeing is recognised as a priority throughout the school, resulting in a culture of care and positive support for students. Access to trusted adults and established referral systems enable students to seek assistance as needed. The school wellbeing curriculum promotes students’ emotional development and fosters positive relationships. Most students demonstrate an understanding of wellbeing management and are keen to take on leadership roles. More use is being made of assessment information to guide improvements in wellbeing provision and outcomes for all groups.

The school’s approach to inclusion is developing but is not yet consistent. While relationships with parents are positive, and parents value the school’s support, they are not always clear about their children’s learning targets or their progress. The school assessment systems do not reliably track students starting points, next steps or progress against learning targets. This lack of precise tracking limits support and results in variable outcomes, particularly for students with more complex learning needs.

Leaders have established a positive learning culture and effective parent and community partnerships. Although effective use is made of self-evaluation to guide planning, judgements on the quality of teaching are too generous and success criteria are not focused enough on students’ outcomes. Governance lacks sufficient challenge and followthrough on critical actions. Limited resources impact the quality of students’ learning. Safety checks and aspects of staff supervision of children in the Kindergarten are not rigorous enough.