The Deepings School

Highlights from Latest Inspection

What is it like to attend this school?

The work of The Deepings School has improved in recent times.

This is recognised by pupils, parents and carers, and staff. The school has established an inclusive culture based on mutual respect. Pupils enjoy positive relationships with staff.

Pupils feel safe at the school and the vast majority behave well.

The school has high expectations of what pupils will achieve. It has worked well to develop a curriculum to enable all pupils to be successful.

Although the school's published outcomes in national examinations have started to improve, too many pupils do not achieve as well as they should by the end of Year 11. Achievement in the sixth form is str...onger. Sixth-form students are well prepared for their next stages in education, training or employment.

Extra-curricular and enrichment activities enhance the school's offer. Pupils develop their talents and interests in sport, music and drama clubs. Trips and visits complement the curriculum and provide memorable experiences.

There are opportunities for pupils to develop leadership experiences with the school council or learning council. Many pupils are actively engaged in community and charity projects. Sixth-form students support the school community enthusiastically, acting as mentors and reading buddies to younger pupils.

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

The school has strengthened the curriculum. It is broad and ambitious. The school identifies the important knowledge and vocabulary that pupils will learn.

This is ordered well to help pupils gain a deeper understanding as they progress through subject curriculums. In key stage 3, pupils study the full range of subjects. In key stages 4 and 5, pupils select from a well-considered selection of academic and vocational courses.

All pupils can choose to take the full suite of English Baccalaureate GCSE subjects. The number of pupils that do so has increased.

Although the curriculum has improved, it is not delivered consistently well.

Teachers have good subject knowledge. The school has provided training in planned strategies to support high-quality teaching. However, these are often not implemented effectively.

At times, teachers do not check pupils' understanding or correct misconceptions when needed. In some lessons, activities do not focus sharply enough on the knowledge that pupils need to learn. As a result, pupils' learning across the curriculum is often insecure.

However, this is not the case in the sixth form. Sixth-form lessons are challenging. Teachers check students' learning carefully and provide detailed feedback.

This helps students to deepen their thinking and improve their work.

The school accurately identifies when pupils have special educational needs and/or disabilities (SEND). Information is shared with staff so that they understand the specific challenges that pupils with SEND face.

Staff have received training to develop their expertise in meeting pupils' individual needs. However, staff do not adapt learning activities effectively to meet the specific needs of pupils with SEND. These pupils do not achieve as well as they should.

The school ensures that pupils can read well. It has appropriate systems in place to recognise when pupils have gaps in their reading knowledge. These pupils are well supported to catch up quickly.

The school prepares pupils well for their lives in modern Britain. For instance, the curriculum supports pupils to learn about diversity, equality and the fundamental British values. The curriculum for personal, social and health education teaches pupils how to stay physically and mentally healthy.

They learn how to keep themselves safe, including online, and to maintain positive relationships. Pupils receive detailed information about their future choices in education and careers. Most pupils in Years 10 and 12 benefit from taking part in work experience.

Behaviour has improved. Pupils have positive attitudes to learning and try hard. When incidents of poor behaviour happen, they are dealt with fairly and consistently.

Pupils who struggle to regulate their behaviour receive effective support that helps them to improve. Attendance has also got better. The school has strong systems in place to monitor attendance and understands the reasons why some pupils are absent.

Staff support these pupils well to help them attend more often.

The school, supported by the multi-academy trust and with a new leadership team, has made much-needed improvements to its provision. This is particularly evident in the work to address poor behaviour, and to develop the curriculum and personal development offers.

Leaders from the school and the trust monitor the school's work effectively to assure themselves that it is having a positive impact. They continue to develop the expertise of staff to ensure that all pupils benefit from a high-quality education. While some staff have concerns about the impact of the changes on their workload, most are happy to work at the school.

They share leaders' commitment to continue to bring about improvements.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The routines and strategies that the school has identified to help pupils learn subject content securely are not applied consistently across the curriculum.

As a result, pupils' learning is sometimes insecure. They do not achieve as well as they should. The school should ensure that teachers deliver the planned curriculum well.

• The school does not ensure that staff adapt learning activities effectively to meet the specific needs of pupils with SEND. This means that, too often, pupils with SEND do not get the support that they need to be successful. The school should make sure that staff have the expertise necessary to meet the needs of all pupils.