Progress at The Deepings School this term:

In September 2023, Ofsted conducted a full two day inspection of the school.  As part of the process they identified the following AFIs (Areas for improvement).   It is an important part of our work at the school that we give you updates on progress being made.  The areas of improvement are highlighted in bold text below with our response so far detailed below each one.

1. The School has not ensured curriculum plans detail key knowledge and in what order.

Planning continues to be a focus for the school, maintaining the work done in the autumn term.  All schools plan their curriculum carefully to ensure learning progresses and the curriculum meets national curriculum standards.  At the Deepings, there continues to be a focus on quality assuring plans and continued lesson visits.

Additional actions over the last few months have included revising our core curriculum, which is for Maths, English and Science.  This has strengthened our provision and it is notable how our students are gaining more from their learning experience.  A new Assistant Headteacher joined the school in January, with responsibility for curriculum quality.

The next steps on our school improvement journey are to implement ‘Scholars Guides’ to our students.  These are booklets, which guide students through their learning journey.  They provide an insight to students as to what they need to know and how this will benefit their learning. In the summer term these will be rolled out in English, Maths and Geography, to Years 7 & 8. 

By the start of the Autumn term, these guides will be in place for all students which will guide students in ensuring they know the key knowledge and what order it is to be studied, for maximum impact on their learning.

2. Teachers do not always question well in order to address misconceptions and checking of knowledge.

The school has successfully adopted the Anthem Way, which was the teaching model initially implemented in the autumn term.  Teachers continue to deliver their lesson based on this teaching and learning model.  Continued Professional Development (CPD) is focused on the implementation of this model, with teachers engaging in regular sessions of training which supports learning and knowledge retention for students.  The next steps for this model are for students to understand and relate their learning to the mantra of ‘I do’ (teacher led instruction), ‘We do’ (students and teachers working together for understanding) and ‘You do’ (students independently developing their skills and knowledge). 

Lesson drop ins, along with collaborative review days by The Anthem Trust, indicate that teachers are addressing misconceptions during lessons and checking knowledge. 

A programme called Pupil Progress has been embedded.  This is changing the way in which we report to parents and changes the way in which we check learning.  It details where students have gaps in their learning and how they can focus on catching up, through the use of assessment.  Sparx maths and Sparx English have also been introduced which check knowledge and support students to improve.

3. Teachers do not always use SEND information well. Teachers need to ensure teaching is adapted to needs

Our work to ensure teachers use SEND information well continues.  Adaptive teaching practices are regularly revisited.  Teachers all have context files which contain seating plans, passports and supporting information regarding learners with additional needs so they can adapt their teaching to the learner.  Lesson visits regularly check the application of this information to the lesson and learning.  Teachers receive regular updates regarding the teaching of students with additional needs.  The Trust lead for inclusion continues to support the school with this area of improvement.

4. Teachers do not apply the new behaviour policy consistently

Behaviour in the school continues to improve, building on the success of the autumn term. 

A new deputy headteacher for behaviour and inclusion joined the school in January.  Leadership of behaviour along with consistency, is promoting more proactive, intelligent and targeted approaches to learner behaviours. It is solution focussed through bespoke interventions led by specialist staff. Our rewards store has been launched, promoting rewards for positive behaviour points.

Statistics from Autumn term to Spring term include:

• Frequency of students in Raise and Reset has reduced.
• Internal suspensions have decreased by 16%
• Reset admissions using the stepped approach have dropped by 35%
• Suspensions have decreased by 12%
• Self-regulation at social times has allowed the reintroduction of the single lunch.
• Data shows that the percentage ratio of positive behaviour vs negative behaviour is 85:15

We continue to enforce our high expectations for good behaviour and approach to learning. We regularly remind and revisit our expectations with all staff and students.

5. Students are not prepared for life in modern Britain

This term here has been an emphasis this term on careers education, with national events promoting careers opportunities at the school.  The Deepings received the prestigious Platinum Careers Mark Award in January, indicating the commitment to careers education the school has.

Opportunities and events across all year groups have taken place over the last few months, including visits to industry and careers fairs for older students, careers workshops for our younger students and visiting speakers to assemblies.

Teachers have received training on the local careers landscape and labour market information.  They are expected to show how they incorporate careers into their curriculum, with reference to local and national knowledge of careers.

Our next area of focus is to encourage students at the school to value Personal Development education fully, recognising the importance of embracing British values and being prepared for life in modern Britain. 

*Personal, social, health and economic education is a school curriculum subject in England that focuses on strengthening the knowledge, skills, and connections to keep children and young people healthy and safe and prepare them for life and work.

Summer term at The Deeping School:

We will continue to focus on all Areas of Improvement as identified by Ofsted.  We are not solely driven by Ofsted.  It is important we become an amazing school for our students and stakeholders.  Therefore, we work closely with the Anthem trust to support our school values.  In addition, we are focussing on ensuring our school community develops, our students thrive and feel valued, along with making sure our curriculum, teaching and learning is ambitious.

To close:

The headteacher and trust leader recognise the importance of driving school improvement at pace. Alongside the Ofsted prescribed AFI’s, there is a host of initiatives being put into place to make the school excellent.  Work will continue to drive up standards and improve educational outcomes for the students at The Deepings School.

Ofsted will visit again in the not-too-distant future.  The intended outcome for our school is to be good or better.  The school and Anthem Trust have a genuine commitment to ensuring this will happen.  The next update will be shared at the end of the Summer Term.

Ms K Johnson

Headteacher

March 2024