Deer Park School

Highlights from Latest Inspection

Outcome

Deer Park School continues to be an outstanding school.

The headteacher of this school is Alex Lee.

This school is part of Bellevue Place Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mark Greatrex, and overseen by a board of trustees, chaired by Claire Delaney.

What is it like to attend this school?

This is an exceptional school with a strong sense of community.

Leaders, staff, parents and carers work together to give pupils an excellent start in education.

The school's 'HEART' values underpin everything that happens here. Pupils are encouraged to b...e happy, enthusiastic, resilient and thoughtful so that they can achieve their best.

Pupils' behaviour is exemplary. They show a zest for learning and take huge pride in their school.

Pupils are safe here.

They know that there is someone to talk to if they have any worries. For example, they have 'time to talk' wherein specially trained staff help pupils with any social or emotional issues. Pupils find it easy to make friends here.

Typically, they said that it feels like everyone belongs here, and that no-one is left out. If any pupil were to find the playground too noisy or were to need a quiet space, pupils could go to 'calm club'.

Pupils are keen to contribute to the school community.

For example, older pupils volunteer to take on leadership responsibilities including as 'school ambassadors' or helping younger pupils with their reading. Pupils on the 'eco-council' help to tend the flowers, fruit and vegetables that have been planted by classes in the school's garden.

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

Since the previous inspection, school leaders, trustees and members of the local advisory board have managed the school's continued expansion while maintaining exceptionally high standards.

The school has an ambitious, rich and well-balanced curriculum. Subjects that are taught enable pupils to develop a wide range of knowledge, skills and interests. Alongside English, mathematics and science, pupils study a variety of subjects including finance, art, music and French.

The school's extensive enrichment arrangements complement the academic curriculum. Staff share a moral purpose: to give all pupils, no matter their background, the same high-quality opportunities and experiences. These include participation in sports competitions, learning to play a musical instrument and an annual theatre visit to see a Shakespeare play for all pupils in Years 3 to 6.

The vast range of extra-curricular clubs means that there is something for everyone, such as karate, debating, choir, cooking, and arts and crafts. Educational trips enhance pupils' learning and older pupils look forward to residential visits to Wales and France.

Staff identify with precision the essential knowledge that pupils need to know and remember over time.

This is carefully mapped out to build sequentially on prior learning. For example, in history, the concepts of cause and consequence are gradually more complex as pupils progress through the curriculum. This was evident in Year 6 when pupils discussed the sequence of events that led to the American Revolution, and the impact of rising tensions between Britain and the American colonies.

Pupils achieve exceptionally high outcomes.

From the start of their time at school, reading is very much at the heart of pupils' learning. Staff follow a consistent approach to teaching phonics.

Weaker readers get the practice and support they need to catch up quickly. Pupils read widely because they enjoy reading. Pupils of all ages use the woodland-inspired library to select high-quality books to read for pleasure.

They are keen to try out the 'recommended reads' from staff and other pupils. In Reception, children enjoy voting for the book they will read each day.

Teaching staff are highly skilled.

They successfully develop and broaden pupils' vocabulary. For example, teachers teach and model 'vital vocabulary', making sure that pupils understand and use sophisticated subject-specific vocabulary. Staff check pupils' understanding routinely and address misconceptions.

They are well supported by school leaders and the trust. For example, staff share ideas and practice with colleagues from other schools in the trust. Staff workload is well managed.

Staff feel genuinely valued here, both by leaders and parents.

Pupils with special educational needs and/or education (SEND) are well supported. Leaders identify pupils' needs accurately.

Pupils with SEND learn alongside their peers and access the same curriculum. Staff adapt learning suitably according to pupils' individual needs to ensure that all pupils achieve highly. Staff use specialist external staff to deliver specific support for pupils with complex needs as necessary.

By the end of Year 6, pupils' attainment and progress in reading, writing and mathematics are significantly above the national average in national assessment tests.

In lessons, pupils listen attentively to staff and concentrate on their learning. They are encouraged to support others.

Working together is a regular part of school life. For example, pupils apply their learning from finance lessons in a class 'enterprise project', working together to create and sell products as part of their charity fundraising. Attendance rates are high.

Rigorous analysis of attendance information identifies any concerns or trends of absence which the school then tackles.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in July 2018.

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