Deanesfield Primary School


Name Deanesfield Primary School
Website http://www.deanesfieldschool.org.uk
Ofsted Inspection Rating Good
Inspection Date 19 June 2013
Address Queens Walk, Ruislip, Middlesex, HA4 0LR
Phone Number 02088452715
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 699 (50% boys 50% girls)
Number of Pupils per Teacher 22.4
Percentage Free School Meals 17.3%
Percentage English is Not First Language 38.2%

Information about this school

Deanesfield is much larger than the average-sized primary school and numbers have increased since the last inspection. There has been a restructuring of the leadership team since the last inspection and a significant number of changes in teaching staff. The school has below average stability, with a higher than average proportion of pupils entering and leaving the school during their school life. The majority of pupils are White British with the remainder coming from a range of other ethnic backgrounds. A larger than average proportion of pupils speaks English as an additional language. The proportion of disabled pupils and those who have special educational needs who are supported through school action is below the national average. The proportion supported through school action plus or with a statement of special educational needs is above the national average. There is a specialist resource unit on site which has room for 12 pupils with severe speech and language difficulties. The proportion of pupils supported through the pupil premium (additional funding for pupils known to be eligible for free school meals, in the care of the local authority or with a parent in the armed services) is just below the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. Pupils across the school make good progress from their starting points because teachers create a positive climate for learning with lessons that are creative and that build on pupils’ prior learning. In 2011, the numbers of pupils who gained higher levels in mathematics in the end of Key Stage 1 tests and the expected levels in writing in the end of Key Stage 2 tests were significantly above average. Middle ability pupils made outstanding progress in English across Key Stage 2 in 2011. Close monitoring of teaching by phase leaders has ensured that teaching in the school remains good. The school is a friendly community where pupils and staff interact well and where pupils enjoy learning new things. Pupils behave well in lessons and around the school. They have positive attitudes to learning and enjoy good opportunities to develop creative and personal skills which prepare them well for life after school. The governing body knows how well the school is doing in relation to others. It offers good support and challenge to the school, holding senior leaders to account well. Senior leaders have worked successfully to address the dip in achievement in English and mathematics at the end of Key Stages 1 and 2 in 2012. The school works effectively with other schools to improve teaching practice. Light touch support from the local authority has helped the school to improve its checks on its effectiveness and the quality of teaching in reading and writing. It is not yet an outstanding school because : Teachers do not always use assessment information well to match work closely to all pupils’ abilities, so that a small number of disabled pupils and those with special educational needs are not always as well supported as possible. Work is not always at the right level of difficulty for pupils and the pace of learning in lessons is, occasionally, too slow. Leaders do not use assessment information as rigorously as possible to accelerate progress for pupils particularly in reading in Key Stage 1 and for some disabled pupils and those with special educational needs. The gaps between pupils known to be eligible for free school meals and their peers, while closing, are not closing at a rapid enough rate.