Frank Barnes School for Deaf Children

Inspection of an outstanding school: Frank Barnes School for Deaf Children 4 Wollstonecraft Street, Kings Cross, London N1C 4BT

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Outcome

Frank Barnes School for Deaf Children continues to be an outstanding school.

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What is it like to attend this school?

Pupils very much enjoy attending Frank Barnes School. Inspirational deaf and hearing staff inspire pupils to believe they can achieve anything. Consequently, pupils become proud of their deaf identity and culture. Pupils feel that their life chances are greatly improved because of their time at this school. One typical comment from a parent or carer was, ‘This school has transformed my child’s life.’

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What is it like to attend this school?

Pupils take part in a wide range of activities, including sporting events, cultural visits and trips to the local shops. Pupils learn about important British values, such as tolerance, respect, and the difference between right and wrong.

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What is it like to attend this school?

Pupils’ behaviour is exemplary in class and around the school. It is a calm and orderly environment for everyone. Sometimes, pupils need extra help to manage their feelings. Staff help them to become calm again so that they can get back on with their lessons as soon as possible. Pupils have no concerns about bullying, and they feel safe.

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What is it like to attend this school?

Pupils enjoy learning. They are taught to cooperate and help each other. For example, those who are new to learning British Sign Language (BSL) are well supported by more- advanced pupils. This enables them to learn from each other, and to develop friendships.

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

Frank Barnes school is a beacon of bilingualism and deaf pride, where English and BSL are taught in parallel. Consequently, pupils quickly learn the skills they need to access the broad curriculum provided. Leaders ensure that staff are qualified and well trained in both BSL and English.

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

The use of technology is a strength in supporting pupils’ communication. Staff record videos of themselves and the pupils to use as teaching tools. Pupils study these videos to learn complex, subject-specific vocabulary. All pupils have their own device which they use to record learning, and to communicate with staff and friends. 10 and 11 May 2023

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As many pupils cannot hear or process sounds, reading is taught using a visual phonics approach that has been specifically designed for deaf children. Pupils learn the hand shapes for different letter sounds. Guided reading sessions and whole-class signed reading sessions inspire pupils to develop a love of reading.

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All staff are committed to preparing pupils for the life outside of school. Deaf studies is a real strength of the school. Staff teach about communication skills, assistive technology, the deaf community, and cultural awareness. Its elements help pupils understand their culture and this positively impacts on their own sense of identity and pride. Bringing in role models, such as deaf sports people, or those with disabilities, raises pupils’ aspirations and promotes a sense of belonging. It also helps pupils consider their place in the world.

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Staff meticulously capture evidence that what has been taught has been learned. Teachers can describe even the smallest steps of progress. They are able to promptly identify where pupils may need extra help. Parents are also encouraged to contribute to assessments though an online platform.

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Some pupils have special educational needs and/or disabilities (SEND) beyond their deafness, including autism spectrum disorder and medical conditions. The school’s SEND coordinator and speech and language therapist work closely with staff to ensure that these wider needs are met.

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Throughout the school there are excellent opportunities for personal development. Pupils take part in weekly sports sessions, including swimming and kayaking. Work with local artists has allowed pupils to explore and share their deaf identity.

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The school council is an impressive group of pupils who are clear about their roles and the function of the council. They take their responsibilities very seriously.

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Governors and leaders are keen to ensure that staff do not experience undue pressure due to workload demands. Staff speak warmly about the care shown by leaders for their mental health and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Ensuring that pupils are safe is a high priority for school leaders and governors. The culture of keeping pupils safe and putting them at the heart of the school community is very evident.

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Safeguarding

The systems and processes to support safeguarding are robust. Procedures to check adults before their employment are rigorous. Record-keeping is detailed and safeguarding referrals are reported quickly. Safeguarding leaders challenge external agencies to ensure that decision-making is always in pupils’ best interests. 10 and 11 May 2023

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Staff are fully aware of their safeguarding responsibilities through regular training. Leaders have ensured that staff understand the relationship between safeguarding and pupils’ vulnerabilities.

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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.

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Background

This is the second ungraded inspection since we judged the school to be outstanding in June 2012.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 10 and 11 May 2023

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School details

Inspection number 10240342 Type of school Special

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 21 March 2017, under section 8 of the Education Act 2005

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Information about this school

 Almost all pupils are profoundly deaf and have an education, health and care plan. Some pupils have additional SEND.  Frank Barnes School accepts pupils from a wide range of local authorities in London and the south east.  The school does not use any alternative provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  During the inspection, inspectors held discussions with the headteacher and other leaders, including curriculum and pastoral leaders.  Inspectors carried out deep dives in early reading, science, and communication. Inspectors also spoke to leaders about the curriculum in some other subjects.  Inspectors held discussions with teachers, teaching assistants and governors. 10 and 11 May 2023

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 Inspectors met with members of staff individually and in groups and spoke to pupils at various points during the inspection. Inspectors took account of responses to pupil and staff surveys, as well as Ofsted Parent View.  BSL interpreters accompanied inspectors on their visits to lessons and for discussions with pupils and staff.  Inspectors looked at records relating to behaviour, bullying, attendance, and safeguarding.  Inspectors reviewed safeguarding arrangements by checking the school’s approach to staff recruitment, scrutinising policy documents and meeting with the designated safeguarding lead.

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Inspection team

Francis Gonzalez, lead inspector Ofsted Inspector

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Inspection team

Gary Rawlings His Majesty’s Inspector 10 and 11 May 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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