Deer Park Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Deer Park Primary school offers a warm welcome to all children and their families. One pupil expressed this clearly by saying, 'We want to make everyone feel like they are a part of our school'. There are plenty of opportunities for pupils to make a positive difference to the lives of their classmates.

Pupils who are peer listeners support others by giving them a chance to explain what is troubling them. Kindness ambassadors say they show through their actions how to live happily together.

The youngest children settle quickly into school.

Routines are swiftly established and children become absorbed in their learning. There is a calm atmosphere around the sch...ool. Pupils typically conduct themselves well.

Staff respond promptly to occasional lapses in pupils' concentration. Pupils know that they need to be 'ready, respectful and safe' and value the rewards that they get for demonstrating this.

Much work has taken place to improve the curriculum for all pupils, including those with special educational needs and/or disabilities (SEND).

High expectations are at the heart of this and pupils usually flourish as a result. Most parents and carers feel that their children do well at school and recognise the improvements that have been made. However, some parents do not feel that they find out information in good time.

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

The school has maintained its ambition for all pupils, including those with SEND. Children in Reception get off to a strong start learning to read. Most pupils who need extra help with phonics get this.

Staff are highly knowledgeable. They consistently expect pupils to use their phonic knowledge to sound out unfamiliar words.

The youngest children practise the letters that they are learning to write frequently.

For example, they record what they can see on the autumn table. However, some pupils have not secured this important early knowledge. They do not always get suitable opportunities to practise writing the sounds that they know or to form letters accurately and fluently.

Sometimes, pupils are given more complex activities, such as writing a story, before they have all the knowledge that they need.

Typically, the curriculum is well sequenced. Teachers check what pupils remember.

Misconceptions are quickly spotted and addressed. Pupils make connections with what they have learned before. For example, pupils recalled what they learned about pulse and rhythm in music.

This helped them in their dance lessons. Pupils in key stage 2 write with imagination. They relish learning new vocabulary and remember to check that they know what it means.

Pupils become enthusiastic mathematicians. They feel confident about their move to secondary school because they know they are well prepared for this next stage.

Staff have written plans for all pupils identified with SEND.

These pinpoint the small steps of knowledge that these pupils need to master next. They identify what needs to happen so that pupils with SEND, for example maintain their concentration or manage their toileting needs with discretion. Some pupils with SEND access the separate, recently established Rainbow Room.

Here, relationships between staff and pupils are warm and caring. These pupils learn to direct their attention and make clear their wants and needs. The school involves parents as they check on the progress that children with SEND make.

While some parents praise the difference that this is making to their child, others do not understand fully what is in place to support their child.

Pupils recall visits to places of worship and what they have learned about different religions. They appreciate quieter times for reflection.

One pupil commented, 'I sometimes have brain breaks if things seem too loud. They help me to feel better and ready to learn again'. Pupils understand the importance of treating everyone fairly and value each other's distinctive qualities.'

Everybody is different and special in their own way,' as one pupil explained.

The school has prioritised pastoral support for pupils and their families. The well-being team offers a listening ear and practical support to those facing difficulties.

Pupils are confident that there is always someone to turn to because staff care. The school analyses attendance with rigour so that issues are identified and help offered when needed.

Judicious choices have been made about improvements to the school.

Staff say that leaders have been highly mindful of workload and well-being during a time of change. Staff appreciate the opportunities they have had to develop their own knowledge and say this has made them more confident in their practice. They are proud to work at the school.

Governors provide effective challenge and consideration of developments to ensure that these are in the best interests of all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum does not always specify how and when pupils will learn some foundational knowledge.

As a result, some pupils do not get enough chances to practise elements of this, such as letter formation or using the sounds that they know to spell words accurately. The school should ensure that all pupils get enough opportunities to secure important foundational knowledge before they undertake more complex tasks. ? There have been significant recent changes to the way in which the school supports pupils with SEND.

These changes have not always been communicated effectively to parents of children with SEND. Some of these parents do not understand well enough the effective work that is in place to support these children. The school should continue to make every effort to help parents of children with SEND understand how the school is supporting their child.

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