Dean Field Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Dean Field Community Primary School is a school where pupils are at the heart of everything that leaders and staff do. Parents feel the school has been transformed. One parent summarised the strength of feeling by saying, 'teachers and staff are incredibly supportive and nurturing to the children'.

Pupils are happy at school. Bullying rarely happens and, if it does, they are confident that an adult will sort it out quickly. Pupils play well together.

They are proud that they can play any type of game, regardless of gender. However, sometimes a small minority of older pupils use homophobic language.

Pupils access a range of extra-curricular activities.
.../>They particularly enjoy the Harry Potter and construction clubs. Leaders provide opportunities for pupils to become active citizens. School councillors, junior wardens and eco warriors feel that they make a difference.

For example, school councillors ensure all pupils can make friends.

Leaders have high expectations for pupils. Pupils with special educational needs and/or disabilities (SEND) are particularly helped to achieve well.

Adults actively support pupils' well-being and mental health. Pupils know the motto 'I really DO matter'. One pupil summed up the views of many by saying, 'If I have a worry at night, it is okay as I will be at school tomorrow.'



What does the school do well and what does it need to do better?

In subjects such as English and mathematics, a well-planned curriculum ensures that pupils build their knowledge over time. Leaders have thought carefully about what pupils, including children in Nursery and Reception, need to know. Pupils study all of the subjects in the national curriculum.

They also learn useful skills that will help them in later life, such as how to manage money. In some foundation subjects, leaders have not considered carefully enough the precise knowledge that pupils need to learn. As a result, pupils do not always have the prior knowledge they need to understand new topics.

In subjects such as mathematics and English, teachers check regularly what pupils know and can remember. Pupils who fall behind receive help to catch up quickly. For example, pupils in mathematics remember how to multiply fractions well because they have received the precise help they need.

In some subjects, such as art and geography, teachers do not consistently check that pupils have remembered the most important parts of the curriculum. This means that some gaps in pupils' learning are not always identified quickly enough.

Teaching pupils to read is given priority.

Pupils learn to read with fluency and accuracy. Teachers ensure pupils have books which accurately match the sounds they are learning. Pupils enjoy listening to teachers read from books which link to the topics they are learning as part of the daily story time.

Pupils can choose books from the school's library to read on their own or with a member of their family.

The provision for pupils who have SEND is a strength of the school. Pupils who need additional support work with skilled staff who know them well.

There are carefully considered plans in place for each pupil. Pupils with SEND are supported successfully to develop independence and improve their confidence to be ready for the next stage of their education.

Children in the early years get off to a good start.

Leaders plan the curriculum so that children learn new knowledge and engage in activities that capture their imaginations. At the time of the visit, children were learning about 'under the sea'. They understood how different animals lived on earth and in the sea.

Children were beginning to look at the features of jellyfish and recreating them through art work.

Pupils behave well. They move calmly around the school.

In lessons, they listen carefully to teachers. Pupils are proud of their written work.

Leaders ensure that pupils learn about different faiths and types of families.

Pupils understand the rights of the child and the importance of respecting difference. The majority of pupils show this understanding in the way they interact with each other. However, older pupils sometimes use homophobic language.

They do not always understand why this is unacceptable.

Staff are proud to work at this school. Staff value opportunities to work with other colleagues from a partner school in the trust.

This helps staff develop their skills and reduces their workload. Staff who are new to teaching feel well supported by leaders.

Governors and trustees know the school well.

They make appropriate checks on the quality of education and safeguarding using partners from the local authority. They provide robust challenge and support to leaders. This has helped the school to improve.

Safeguarding

The arrangements for safeguarding are effective.

A positive safeguarding culture underpins the work of school leaders. Pupils' safety and well-being are priorities.

Staff are able to identify pupils who may be at risk of harm. Leaders respond quickly to safeguarding concerns. They work with external partners and families to ensure pupils who are vulnerable are kept safe and supported appropriately.

Leaders know pupils well. Leaders understand the local risks in the community. Pupils benefit from lots of opportunities to learn about knife crime, safe relationships and the dangers of drug and alcohol misuse.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not precisely defined the most important knowledge pupils should know in some foundation subjects. Some pupils have gaps in their understanding of some important concepts as a result. Leaders should ensure that curriculum plans are carefully considered in order that pupils learn important knowledge over time.

• In some foundation subjects, such art and geography, assessment is not fully developed. This means that some gaps in pupils' knowledge are not identified quickly enough by teachers. Leaders should ensure that assessment systems are in place so that teachers check what pupils know and remember of the curriculum.

• Some pupils do not fully understand the protected characteristics. Some older pupils use homophobic language and do not understand why this is not acceptable. Leaders should further develop pupils' understanding of protected groups so that all pupils are prepared for life as citizens in modern Britain.

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