The Deepings School

Highlights from Latest Inspection

What is it like to attend this school?

The school has gone through a significant period of change in staffing over the last academic year.

This means that pupils have experienced many changes. As a result, some pupils are not happy at school. The school has high expectations of what pupils can achieve.

These expectations are not yet realised as the plans to improve the school are at an early stage.

Pupils feel safe in school. They know who they can talk to if they have any concerns.

Some pupils raised concerns about how busy the corridors are when moving between lessons, and how older pupils push them. Pupils said that bullying happens sometimes. Most pupils feel confident that the school... would deal with any bullying issues.

Most pupils behave well in lessons and at unstructured times. There are positive relationships between staff and pupils. However, there are some pupils who disrupt lessons regularly.

Pupils have some opportunities to contribute to the school. For example, some pupils are equalities ambassadors and serve on the school council. There is also a 'Pride' group that some pupils attend.

The school is aware that they need to develop more opportunities for pupils to develop their talents and interests.

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

The school's actions to improve the quality of education and the behaviour of pupils is at an early stage. This means that inconsistencies remain in these areas.

The school has ensured that there is an ambitious curriculum in place for all subjects. In some subjects, it is not clear what the key knowledge is that pupils should learn. The order that pupils should learn topics is not detailed clearly in some subjects.

This means that some pupils do not build on what they have already learned and do not achieve as well as they could.

Teachers have good subject knowledge. They present information clearly.

Some teachers do not question pupils well to check their understanding or to identify misconceptions. This means that some pupils have gaps in their knowledge. They do not always complete work as they are unsure of what to do.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) well. Staff get clear information on how to meet the needs of these pupils. Not all teachers use this information well to help them adapt their teaching.

This means that some pupils with SEND do not achieve as well as they could as they struggle to access the curriculum.

The school has prioritised reading. Most pupils who need extra help to read fluently get it.

The school is working with trust leaders to ensure that those pupils who need help with phonics, get the right support.

Teachers in the sixth form have strong subject knowledge. They deliver the curriculum well.

The work that students complete in lessons helps them to progress through the curriculum. This means that students build on what they already know and achieve well. Students enjoy attending the sixth form.

They get effective careers advice. Students in Year 13 get the opportunity to do work experience. The attendance of pupils in the sixth form has improved.

The school has high expectations of pupils' behaviour. However, staff do not consistently apply the behaviour policy. Pupils say that staff are not always fair when dealing with behaviour issues.

There is low-level disruption in some lessons. Not all pupils have positive attitudes to learning. Some pupils do not complete work in lessons.

Staff do not always address this. The school has started to put in support for pupils with more challenging behaviour. The number of suspensions is beginning to reduce.

All pupils have a personal, social and health education (PSHE) lesson every week. The school has planned the curriculum for this but it still developing. Pupils learn how to keep themselves safe online and in the community.

They learn about how to be mentally and physically healthy. They learn that they should treat others who may be different to themselves with respect. Not all pupils have a secure understanding of fundamental British values.

Pupils have a limited understanding of different faiths and cultures. The school does not currently meet statutory requirements for all pupils to study religious education. The school is aware of this and has plans to address this quickly.

Trustees and governors know the school well. They know what still needs to improve. Trust leaders provide effective support and challenge.

Some staff raised concerns about workload. Leaders are aware of their concerns and have developed a staff working group to address them.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not ensured that all curriculum plans detail precisely the content that pupils should learn and when. This means that pupils do not always build on what they have already learned. Leaders should ensure that all subjects are well planned and sequenced and that the key knowledge that pupils should learn is clearly identified.

Teachers do not always question pupils well to check understanding. This means that misconceptions and gaps in learning are not always identified and addressed. Some pupils do not learn as well as they could.

The school should ensure that all teachers use questioning well to identify and address misconceptions and gaps in pupils' knowledge. ? Teachers do not always use information about the needs of pupils with SEND well. Teachers do not always adapt their teaching, so that pupils with SEND can access the curriculum.

As a result, some pupils with SEND do not achieve as well as they could. The school should ensure that all staff know the needs of pupils with SEND and that they use this information to adapt their teaching, so that these pupils can access the curriculum and achieve well. ? Staff do not always use the school's behaviour policy consistently well.

As a result, low-level disruption and off-task behaviour is not always addressed. The school should ensure that all staff use the behaviour policy consistently and fairly to address any conduct issues. ? Pupils are not as well prepared for life in modern Britain as they could be.

Not all pupils can explain the significance of fundamental British values or protected characteristics. Pupils' knowledge of the religious and cultural diversity of Britain is not well developed. The school should ensure that these elements of the PSHE curriculum are clearly identified, explicitly taught and that pupils are developing their knowledge in these areas.