Deer Park Primary School

Inspection of Deer Park Primary School New Road, Wingerworth, Chesterfield, Derbyshire S42 6TD

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Inspection dates: 22 and 23 October 2024

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 22 and 23 October 2024

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What is it like to attend this school?

Deer Park Primary school offers a warm welcome to all children and their families. One pupil expressed this clearly by saying, ‘We want to make everyone feel like they are a part of our school’. There are plenty of opportunities for pupils to make a positive difference to the lives of their classmates. Pupils who are peer listeners support others by giving them a chance to explain what is troubling them. Kindness ambassadors say they show through their actions how to live happily together.

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What is it like to attend this school?

The youngest children settle quickly into school. Routines are swiftly established and children become absorbed in their learning. There is a calm atmosphere around the school. Pupils typically conduct themselves well. Staff respond promptly to occasional lapses in pupils’ concentration. Pupils know that they need to be ‘ready, respectful and safe’ and value the rewards that they get for demonstrating this.

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What is it like to attend this school?

Much work has taken place to improve the curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). High expectations are at the heart of this and pupils usually flourish as a result. Most parents and carers feel that their children do well at school and recognise the improvements that have been made. However, some parents do not feel that they find out information in good time.

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

The school has maintained its ambition for all pupils, including those with SEND. Children in Reception get off to a strong start learning to read. Most pupils who need extra help with phonics get this. Staff are highly knowledgeable. They consistently expect pupils to use their phonic knowledge to sound out unfamiliar words.

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

The youngest children practise the letters that they are learning to write frequently. For example, they record what they can see on the autumn table. However, some pupils have not secured this important early knowledge. They do not always get suitable opportunities to practise writing the sounds that they know or to form letters accurately and fluently. Sometimes, pupils are given more complex activities, such as writing a story, before they have all the knowledge that they need.

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

Typically, the curriculum is well sequenced. Teachers check what pupils remember. Misconceptions are quickly spotted and addressed. Pupils make connections with what they have learned before. For example, pupils recalled what they learned about pulse and rhythm in music. This helped them in their dance lessons. Pupils in key stage 2 write with imagination. They relish learning new vocabulary and remember to check that they know what it means. Pupils become enthusiastic mathematicians. They feel confident about their move to secondary school because they know they are well prepared for this next stage.

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

Staff have written plans for all pupils identified with SEND. These pinpoint the small steps of knowledge that these pupils need to master next. They identify what needs to happen 22 and 23 October 2024

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so that pupils with SEND, for example maintain their concentration or manage their toileting needs with discretion. Some pupils with SEND access the separate, recently established Rainbow Room. Here, relationships between staff and pupils are warm and caring. These pupils learn to direct their attention and make clear their wants and needs. The school involves parents as they check on the progress that children with SEND make. While some parents praise the difference that this is making to their child, others do not understand fully what is in place to support their child.

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Pupils recall visits to places of worship and what they have learned about different religions. They appreciate quieter times for reflection. One pupil commented, ‘I sometimes have brain breaks if things seem too loud. They help me to feel better and ready to learn again’. Pupils understand the importance of treating everyone fairly and value each other’s distinctive qualities. ‘Everybody is different and special in their own way,’ as one pupil explained.

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The school has prioritised pastoral support for pupils and their families. The well-being team offers a listening ear and practical support to those facing difficulties. Pupils are confident that there is always someone to turn to because staff care. The school analyses attendance with rigour so that issues are identified and help offered when needed.

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Judicious choices have been made about improvements to the school. Staff say that leaders have been highly mindful of workload and well-being during a time of change. Staff appreciate the opportunities they have had to develop their own knowledge and say this has made them more confident in their practice. They are proud to work at the school. Governors provide effective challenge and consideration of developments to ensure that these are in the best interests of all pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The curriculum does not always specify how and when pupils will learn some foundational knowledge. As a result, some pupils do not get enough chances to practise elements of this, such as letter formation or using the sounds that they know to spell words accurately. The school should ensure that all pupils get enough opportunities to secure important foundational knowledge before they undertake more complex tasks.  There have been significant recent changes to the way in which the school supports pupils with SEND. These changes have not always been communicated effectively to parents of children with SEND. Some of these parents do not understand well enough the effective work that is in place to support these children. The school should continue 22 and 23 October 2024

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to make every effort to help parents of children with SEND understand how the school is supporting their child.

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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' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 22 and 23 October 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Paul Addison and Ben Bentley (Co-chairs of governing body) Headteacher Annette Lupton

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School details

Dates of previous inspection 7 and 8 March 2023, under section 8 of the Education Act 2005

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Information about this school

 The deputy headteacher and early years leader started at the school in September 2024.  The school does not make use of any alternative provision.

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Information about this inspection

 The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 22 and 23 October 2024

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 The inspectors carried out this graded inspection under section 5 of the Education Act 2005.  Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors conducted deep dives into the following subjects: early reading; geography; mathematics and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened as pupils read to a familiar adult. Inspectors also considered a range of evidence about other curriculum subjects such as science,

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personal, social and health education and history.  Inspectors spoke with parents. They also considered the views expressed through Ofsted Parent View.  Inspectors spoke with members of staff throughout the inspection and considered the opinions they expressed through the online survey.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Throughout the inspection, inspectors spoke with groups of pupils including during non-structured parts of the day such as playtimes and lunchtimes.  Inspectors met with governors.  Inspectors met with senior leaders and considered a range of documents.

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Inspection team

Hazel Henson, lead inspector His Majesty's Inspector

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Inspection team

Jeremy Spencer Ofsted Inspector 22 and 23 October 2024

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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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