London Scandinavian School
| Type | Independent School / Other independent school |
| Age Range | 2-11 |
| Religion | Does not apply |
| Address | Curran House 3 Highbury Crescent London N5 1RN |
| Reference Number | 139973 |
Dania School is currently performing in a manner that requires improvement. The overall achievement of pupils is not as high as it could be, as many students have unclear learning expectations and guidance on improving their work. Teaching lacks consistency, with planning not adequately addressing the varied needs of students. The school's Early Years curriculum needs further enhancement to ensure effective development for young learners. Leadership and management, despite their dedication, have not fully established robust systems to monitor and elevate the quality of teaching and student achievement.
General Makeup
| Number of pupils | 31 |
| Boy/Girl ratio |
Boys: 48.39%
Girls: 51.61% |
| Percentage of students eligible for free school meals | 0% |
| Percentage of students where English is not their first language | 100% |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | Unknown | Unknown | Unknown |
| 2 | Unknown | Unknown | Unknown |
| 3 | Unknown | Unknown | Unknown |
| 4 | Unknown | Unknown | Unknown |
| 5 | Unknown | Unknown | Unknown |
| 6 | Unknown | Unknown | Unknown |
Ethnicities
| Ethnicity | Percentage |
|---|
| Overall Ofsted Rating | Requires Improvement |
| Last Report Date | 30 Apr 2014 |
| Date | Report |
|---|---|
| 30 Apr 2014 | Standard inspection: |
Strengths
- All independent school standards are met regarding welfare, health, and safety.
- Pupils demonstrate good behaviour and personal development.
- Strong relationships exist between pupils and families, fostering a supportive learning environment.
- The school's location offers excellent outdoor learning opportunities.
- More-able pupils make improved progress in reading and speaking.
Areas for Improvement
- Teaching quality is inconsistent, impacting pupil progress.
- Pupils are often unclear about learning expectations.
- Activities do not effectively build on prior learning.
- Insufficient development of the Early Years Foundation Stage curriculum.
- Lack of effective systems to monitor teaching and learning quality.
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