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.

Curriculum plans for each subject across the school now detail key knowledge, including sequencing of the curriculum and vocabulary which is specific to the subject.  Curriculum plans are checked on a half termly basis to ensure they are fit for purpose.  Furthermore, the implementation of the plans are monitored on a weekly basis though lesson visits by the senior leadership team and the anthem Trust lead for curriculum. 

Planning is regularly reviewed to ensure it meets the national curriculum guidance and any changes or updates exam boards may make during the course of the year.

Work continues on the refinement of our curriculum planning.

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

A new teaching and learning model has been developed by and for the school which is built on educational research and pedagogical theory.  It is underpinned by questioning and the checking of knowledge.  Furthermore, the model is centred around components which support learning and knowledge retention. All teachers have received CPD on the development of the teaching and learning model for the school.  

The school is also undertaking a two year programme designed to support the implementation of pedagogy to address misconceptions and checking of knowledge.  This programme is highly recognised in the education world and known as the ‘Embedding Formative Assessment Programme,’ which has been developed by eminent international experts on education.  It is run by the SSAT (School, Student and Teacher Network), the largest & longest-standing network of secondary schools in the UK.  All teaching staff are engaged with this programme, the outcomes of which secure high quality teaching and learning, leading to greater outcomes for our students.

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

A new SENDco was appointed in September and the impact of this is already showing.  All teachers have all received training on adaptive teaching. Teachers all have context files which contain seating plans, passports and supporting information regarding learners with additional needs so they are able to 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 need.  Support has also been provided to ensure this work is a priority, but the Trust lead for inclusion.

Work and training continues in this area to ensure teaching is always adapted to needs.

4. Teachers do not apply the new behaviour policy consistently

The new behaviour policy is being applied more consistently. When Ofsted visited in September, students were still adjusting to a tighter behaviour strategy.  We know the behaviour policy is now being applied more consistently because:  students voice tells us that behaviour is better in the school, in lessons and at social times.  The school has tracked data pertaining to lesson behaviour including the number of children removed from lessons for low level disruption of lessons.  Statsitics are significant.  Since the begiingi of the autumn term there has been a 94% decrease in students getting three or more lesson removals in a week.  There has been a 46% decrease in students getting 2 lesson removals a week.  The number of students spending time in the ‘Raise room’ has decreased by 33%.

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

The PSHE* and Personal Development (PD) curriculum have been reviewed. Planning of this curriculum is robust.  Steps are in place to ensure students recognise the importance of their PSHE education for life in modern Britain.   The assembly programme has been contextualized to the needs of the students in our school. Individual subjects are also expected to show how they incorporate aspects of Personal Development into their curriculum, with reference to careers and how the subject is life enhancing.

Our next area of focus is to encourage students at the school to value this aspect of their 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.

Spring term at The Deeping School:

The headteacher and trust leaders 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.  Focussed action plans 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 is the outcome.

The next update will be shared at the end of the Spring Term.

Ms K Johnson

Headteacher

December 2023