Dallam School receives requires improvement rating from Ofsted

Dallam School, in Milnthorpe, which is one of the only co-education state boarding schools in the UK, was inspected from May 24-26.

Ofsted said it requires improvement in:

• The quality of education
• Behaviour and attitudes
• Personal development
• Leadership and management
• Sixth-form provision

The report said: “Governors are mindful of the impact that the turbulent leadership of recent years has had on pupils and staff. They are eager to make rapid gains in the quality of education for pupils. To this end, they provide robust challenges to leaders.”

However the inspectors’ report acknowledged the progress new headteacher Steven Henneberry has made since his appointment in February 2023.

The boarding students at Dallam School (Image: Dallam School)

The inspectors recognised that the leaders are 'taking appropriate steps to establish a respectful and caring environment between pupils and staff' and that leaders deal with bullying incidents quickly. 

With a new leadership team, including a new head of boarding and deputy headteacher, inspectors noted: 

•  Leaders are now taking appropriate steps to establish a respectful and caring environment between pupils and staff
• Leaders have raised their expectations of pupils’ behaviour
• Leaders have high aspirations for the achievement of all pupils, including those with special educational needs and/or disabilities (SEND).
• In recent months, leaders have placed greater emphasis on how well staff are supported to deliver the curriculum.
• The arrangements for safeguarding are effective. Leaders have recently made considerable and appropriate changes to how safeguarding incidents are reported and recorded by staff.

Dallam Senior Leadership Team Back row L-R Sam Watson, Lucy Leck, Steven Henneberry, Rob Surtees. Front row L-R Rebecca Knipe, Darren Oliver, Abbie Wilcock. (Image: Dallam School)

READ MORE: Dallam School responds to parent complaints

But the report said: “In recent years, the relationships between some staff and pupils have broken down. This makes some pupils reluctant to report concerns. Leaders are now taking appropriate steps to establish a respectful and caring environment between pupils and staff. When pupils report incidents of bullying, leaders deal with these incidents quickly and appropriately.”

However, pupils moving through key stages three and four complained to the inspectors about their experience.

"For example," the report states, "some pupils do not feel that they receive the pastoral care and support that they need from staff."

The report continues: "Leaders have raised their expectations of pupils’ behaviour. However, leaders have not ensured that some staff apply the behaviour policy as leaders intend. As a result, the behaviour of some pupils continues to disrupt the learning of their peers."

It praised the 'ambitious' curriculum but said ‘some teachers lack the expertise to deliver aspects of the curriculum well.’

The report said: “This included the Personal, Social, Health and Economic Education (PSHE) programme. The report said that pupils did not value their learning in PSHE and therefore this hindered their understanding of aspects of the programme such as respecting others and the negative effects of discriminatory language. 

“In recent months, leaders have placed greater emphasis on how well staff are supported to deliver the curriculum. This includes providing appropriate training and support for teachers. However, this work is still in its infancy. As such, some pupils do not learn as well as they should in some subjects."

The inspector called safeguarding 'effective' at the school and said that leaders had 'recently made considerable and appropriate changes' to how incidents were reported and recorded by staff. 

Headteacher Senior Henneberry said that since his appointment a new senior leadership team had put together a three-year improvement plan. 

He said: "We’ll be relaunching student residentials and team-building days, make form tutor time more productive, continue the good work of the pastoral team, and ensure themes of respect and inclusivity are woven into the curriculum.

“Students will benefit from lots more interactive lessons, lots of checks on understanding, and subject teachers spotting the gaps in knowledge so that every student can learn as effectively as possible.

“Work is also underway to ensure students meet the school’s high expectations of conduct and behaviour. Each student matters, and we are working to create a positive environment so all students achieve their full potential.”

Ofsted also inspected the school’s boarding house provision in March. It was rated as ‘requires improvement.’

In a letter to boarding students, inspectors said it was clear that Mr Henneberry and his team want to make things better, have good plans to do this and that the staff care for and want the best for pupils. They wrote: ‘You all told us that the best thing about boarding is the friends you make. We both felt that there was a real sense of community and that you respect each other.”

There were other positives in the inspectors’ report. They said there are no serious or widespread failures that result in pupils’ welfare not being safeguarded or promoted, that the designated safeguarding lead is experienced and knowledgeable and takes decisive action and there are plans in already in place to address some issues they flagged.

Mr Henneberry added: “We were pleased that Ofsted spoke to boarders and found many had a positive boarding experience. Our boarders bring a unique dimension to school life, making it a great place to learn. They’re living away from home, developing independence and resilience, as well as improving their language skills. So it’s really important that they have a great experience here.”