Deanesfield Primary School

1996 OFSTED report
Extract from the OFSTED inspection of the school,
16th - 19th September 1996

General Findings

Deanesfield Primary School is a good school. It has many strengths and few weaknesses and provides its pupils with a high standard of education, in a secure and happy environment. The school was inspected very soon after the beginning of the new school year and at this stage attainment and progress are already clearly present in all classes, many of which have been with their teachers for under three weeks.

Standards

The attainment levels on entry reflect the full range of ability. In recent years, the number of pupils entering the school with special educational needs (SEN) has increased, and currently twenty-two percent of the children are assessed within the SEN category.
Attainment is frequently in line with and often exceeds national expectations. Results in the 1995 national tests at the end of Key Stage 1, in the core subjects of English and mathematics they are above the national averages. In the teacher assessments for science the results are good. At Key Stage 2 the results are above national averages in English and science and broadly in line in mathematics. The 1996 results at both Key Stages 1 and 2 show similarly good results. However here are as yet no national figures for comparison purposes.
Pupils' attainment, overall, is good and is at or above national expectations in well over nine out of every ten lessons inspected and this reflects the test results. In the nursery and in both key stages there is a consistent pattern of average and above average attainment. In all subjects there are many examples of above average attainment. Pupils' attainment in French is good, and they enjoy this opportunity to enrich the curriculum. Taken overall, there is some small variation in attainment in design and technology (DT), English, geography, music and religious education (RE), although this does not indicate major shortcomings.
The pupils gain relevant reading, writing and number skills in the nursery, which are developed further when they enter Reception. They continue to improve their key skills, knowledge and understanding in all areas of the curriculum as they move through the school and in both key stages attainment is substantially in line with national expectations, and above average in approximately half of the lessons inspected.
Progress is good. In well over nine out of ten lessons it is satisfactory or better, and is above average in nearly half of the lessons inspected. A similar pattern of good progress exists in the nursery and in both key stages.
Pupils' work shows good continuity and progression. Overall, the content and presentation of work are good. Writing is of a high standard and many pupils write in different styles to suit the demands of their work. Pupils listen well and many read confidently, with good expression and understanding. In Key Stage 2 reading skills are good, although some pupils need to read more widely. Pupils speak clearly and the more able pupils are very articulate. Their skills in mathematics are well developed. Overall, attainment and progress are satisfactory or better than national expectations for most pupils and there is clear improvement as pupils move through the school.
The code of practice for pupils with SEN has been implemented. These pupils are well supported by the teachers and learning support staff through the use of individual education plans (IEPs).
Pupils' good attitudes and behaviour are important factors in their progress and attainment. They enjoy their work, concentrate, persevere and respond enthusiastically. The relationships between pupils and teachers is good and adds to pupils' willingness to seek help and become responsible for their own learning.

Quality of Education

The overall ethos of the school is very good and supports all pupils. It provides a secure and caring environment. Expectations are high and lessons appropriately organised, allowing the school to meet its aim of high academic achievement.
Teaching is a strength of the school. It is satisfactory or better in virtually all lessons, and in over six out of every ten lessons inspected it is good and often very good. Teachers know their pupils well and relationships are very good. At this early stage of the school year teachers rightly give time to establishing good working patterns, with considerable success. Teachers' planning is frequently exemplary. Where there are shortcomings, it is when tasks do not match pupils' abilities. The school is aware of the need to take more account of assessment procedures to correct this problem, although work is thoroughly marked. However the overall approach of lively, stimulating lessons provides pupils with very good learning opportunities. In the best lessons teachers are successful in encouraging pupils to make progress through self-assessment and evaluation of their work. Homework is set and is appropriate to the work taking place in lessons. Lessons contain good questioning techniques which help to develop pupils' critical thinking and attainment. Teachers have high expectations of pupils, including those with SEN and English as a second language.
The National Curriculum requirements are well addressed within the good policies and schemes of work. Teachers' expertise and knowledge in aspects of English, IT and science occasionally have some minor weaknesses, which slightly affect the attainment of more able pupils. The curriculum is broad and balanced, with a good range of extra-curricular opportunities including sport. Good links exist with the community, and these are well used to add to the curriculum provision. The annual drama and musical productions add to the pupils' personal development. The partnership with parents is good, and they are very supportive of the education which their children receive.
The school establishes very good levels of pupil support and guidance and their welfare is at the heart of the school. There is a wide range of appropriate policies in place which guide the school in its approach to pupils' education.

Pupils' spiritual, moral, social and cultural development

The spiritual, moral, social and cultural development of the pupils is well addressed. Opportunities for spiritual development occur in assemblies and in some subjects such as art, English, geography, history, music, physical education and religious education, but opportunity for reflection should be made available more often in lessons. The school has a clear ethos of right and wrong and pupils respect and adhere to this high expectation; this aids their moral and social development. They are given good opportunities to work together and respect each other's views. Pupils are willing to and do accept responsibility in a range of activities and tasks. The good partnership which exists with the community provides many opportunities for social development, which is also enhanced through the wide range of activities in physical education. Cultural development as addressed through work in art, French, geography, history, music and religious education but further development is needed to cover the diversity of cultures found in this country. The spiritual, moral and social development of the pupils is a major strength of the school.
Pupils' behaviour is very good. They respond well in class and around the school, behaving in a very mature manner for their age. There have not been any exclusions in the last three years. Attendance is good.

You can download the full report and those for other local schools at the OFSTED reports database.

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