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Pupils arrive each morning happy, looking forward to the day ahead. They are greeted by friendly staff who know them and their families well. Pupils are safe here.
Expectations for all pupils are extremely high. These are understood by all staff. Pupils get stuck into their learning straight away.
The school has clear routines and expectations. This includes for children in the early years.
Pupils are proud of their school.
They value the warm working relationships they have with staff and the friendships they have formed. They appreciate that they are listened to and that their voice matters. Staff expect the best behaviour of all pupils.
A...s a result, behaviour is positive both inside and outside the classroom.
Families highly value the school. They appreciate the work the school does to help develop their child holistically and academically.
The school encourages pupils to contribute to the community. Pupils help to raise money for charities. They enjoy the many school visits such as their trips to castles and the coast.
Staff make sure that the broad range of clubs are well attended. These include drama, sewing and gardening club among many others.
What does the school do well and what does it need to do better?
Leaders have worked exceptionally hard since the previous inspection to make significant improvements to the school.
They have worked closely with parents and carers on the school's journey since the previous inspection. Leaders have thoroughly enhanced the school's curriculum, making very effective changes. Leaders and those responsible for governance are highly reflective on the school's work.
They have an accurate understanding of the school's strengths and areas for development. The school has worked very diligently in improving subject leadership so that it has a clear oversight of curriculum implementation. Training for staff is very well thought through.
This means that staff have an in-depth understanding of what they teach and do so skilfully.
Leaders have broken down the curriculum into small steps so that pupils can gradually build their knowledge and understanding in subjects. It has also enabled staff to identify any gaps and misconceptions quickly.
This informs their next steps. Staff expertly make adaptations to the curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). This enables all pupils to access the full curriculum.
In some subjects, the school does not identify the subject specificity explicitly for pupils. This means that in these subjects, pupils are unable to articulate important subject-specific content.
Staff identify the needs of pupils with SEND quickly.
They work closely with the families and external professionals to best meet pupils' needs. This was highly valued by parents and carers.
Leaders have prioritised the teaching of early reading, which is a strength of the school.
All staff receive regular training and deliver phonics teaching with confidence. Pupils who have fallen behind catch up quickly. Books that pupils read match their phonics level.
Pupils routinely use their phonics strategies to decode unknown words. The assessment processes in place are extremely thorough. This enables staff to identify gaps in individual pupils' knowledge.
All staff promote the love of reading. A range of exciting and challenging books are shared with pupils daily. Staff encourage pupils to take home books regularly.
Staff take great pride in developing confident and independent pupils. This begins in the early years where children follow instructions well. The school provides pupils with a wide range of opportunities to develop their interests and talents.
Staff encourage pupils to take on responsibilities. For instance, the school council is voted in by their peers each year. They regularly collect feedback from their classmates and discuss them in meetings.
A recent example is when the school council met with the catering staff to improve the school meals. They also frequently report to governors.
Pupils behave well across the school.
Staff have a consistent approach to promoting positive behaviour. Leaders have worked rigorously with families to improve attendance across the school. They have introduced incentives which have motivated pupils.
Consequently, attendance has greatly improved since last year. Leaders continue to work with families to improve some pupils' attendance.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, the identification of subject specificity is not precise. This means that in these subjects, pupils are unable to articulate important subject content. The school must ensure that subject knowledge and skills are clearly identified so that pupils are able to recall key subject content confidently.
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