School etc

Deepdale Junior School

Deepdale Junior School
St Stephen's Road

phone: 01772 795588

acting headteacher: Mrs Debra Boughen

reveal email: bur…


school holidays: via Lancashire council

339 pupils aged 7—10y mixed gender
347 pupils capacity: 98% full

175 boys 52%


165 girls 49%


Last updated: July 28, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 354620, Northing: 430673
GPS coordinates
Latitude: 53.77, Longitude: -2.69
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 25, 2013
Ofsted special measures
In special measures
Region › Const. › Ward
North West › Preston › Deepdale
Urban > 10k - less sparse
Free school meals %

rooms to rent in Preston

Schools nearby

  1. Deepdale Infants' School PR16TD (320 pupils)
  2. 0.1 miles Moor Park High School and Sixth Form PR16DT (537 pupils)
  3. 0.1 miles Northlands High School PR16DT
  4. 0.3 miles St Gregory's Catholic Primary School, Preston PR16HQ (210 pupils)
  5. 0.3 miles Preston Muslim Girls' High School PR15BY
  6. 0.3 miles Sherburn School PR16AA
  7. 0.3 miles Moorfield School PR16AA
  8. 0.3 miles Elms School PR16AU
  9. 0.3 miles Preston Muslim Girls' Secondary School PR16QL
  10. 0.3 miles Sir Tom Finney Community High School PR16AA (140 pupils)
  11. 0.3 miles Acorns Primary School PR16AU (64 pupils)
  12. 0.3 miles Preston Muslim Girls High School PR16QQ (323 pupils)
  13. 0.5 miles St Ignatius' Catholic Primary School PR11TT (198 pupils)
  14. 0.6 miles Holme Slack Community Primary School PR16HP (156 pupils)
  15. 0.6 miles Ribbleton Avenue Infant School PR15RU (246 pupils)
  16. 0.6 miles Ribbleton Avenue Methodist Junior School PR15SN (191 pupils)
  17. 0.6 miles St Joseph's Catholic Primary School, Preston PR15XL (304 pupils)
  18. 0.6 miles St Joseph's Junior School PR15XL
  19. 0.6 miles St Joseph's RC Infant School PR15XL
  20. 0.6 miles Abrar Academy PR11NA (65 pupils)
  21. 0.7 miles Kennington Primary School PR28ER (229 pupils)
  22. 0.7 miles Preston St Matthew's Church of England Primary School PR15XB (466 pupils)
  23. 0.7 miles English Martyrs Catholic Primary School, Preston PR17DR (229 pupils)
  24. 0.8 miles Eldon Primary School PR17YE (181 pupils)

List of schools in Preston

13 November 2014
Miss Nawal Mirza
Deepdale Junior School
St Stephens Road
Dear Miss Mirza

Special measures monitoring inspection of Deepdale Junior School

Following my visit with, Sheila Mawer, Additional Inspector, to the school on 11 and
12 November 2014, I write on behalf of Her Majesty’s Chief Inspector of Education,

Children’s Services and Skills to confirm the inspection findings. Thank you for the

help you gave during the inspection and for the time you made available to discuss
the actions which have been taken since the school’s previous monitoring inspection.
The inspection was the fourth monitoring inspection since the school became subject
to special measures following the inspection which took place in September 2013.
The full list of the areas for improvement which were identified during that
inspection is set out in the annex to this letter. The monitoring inspection report is
Having considered all the evidence I am of the opinion that at this time the school is
making reasonable progress towards the removal of special measures. Senior
leaders may appoint newly qualified teachers before the next monitoring inspection.
This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter and the monitoring inspection report to the Secretary of

State, the Chair of the Governing Body and the Interim Executive Director for

Children & Young People for Lancashire.

Yours sincerely
Allan Torr

Her Majesty’s Inspector

CfBT Inspection Services
Suite 22
West Lancs Investment Centre
Maple View
T 0300 1231231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 01695 566863
Direct F 01695 729320
Direct email: reveal email: jben…


The areas for improvement identified during the inspection which took place
in September 2013

  • Improve the quality of teaching so that it is at least good by:
    raising teachers’ expectations of what pupils can achieve matching learning tasks
    to the needs of different pupils more precisely, including setting harder work for
    the most able pupils
    ensuring that all pupils are actively involved in lessons so that they do not
    become distracted and disengaged in their learning, regularly checking during
    lessons that pupils have understood each step in their learning and, if necessary,
    adapting the lesson to help pupils before moving on to new work
    improving the quality of lessons intended to improve pupils’ reading skills
    providing more opportunities for pupils to read regularly and write at greater
    setting higher expectations for the presentation of work in books
    - giving pupils more opportunities to work independently, solve problems and find
    things out for themselves in mathematics
    giving pupils clear guidance on how they can improve their work, when marking
    books and setting targets for the next steps in learning.
  • Raise standards and ensure that all pupils make at least good progress in reading,
    writing and mathematics, particularly the most able, those of average ability,
    disabled pupils and those with special educational needs, by:
    strengthening the quality of support for disabled pupils and those who have
    special educational needs, fully meeting the needs of pupils who speak English as
    an additional language
    making better use of teaching assistants especially at the beginning of lessons,
    ensuring pupils supported by the pupil premium reach the same standards as
    other pupils
    improving the quality and use of record-keeping and target-setting so that all
    staff are clear what different pupils need to achieve and how best to support and
    challenge them in doing so.
  • Improve the effectiveness of leadership and management, including governance, by:
    monitoring the progress of all groups of pupils over time, paying particular
    attention to the progress of disabled pupils, those who have special educational
    needs and those who speak English as an additional language, and taking prompt
    action to prevent any underachievement
    empowering staff to use data effectively in order to provide pupils with the
    correct level of challenge in their work
    increasing the contribution of subject leaders to developing a well-planned
    curriculum that inspires pupils in their learning
    making more frequent checks on the quality of teaching and learning and
    providing appropriate support and challenge for staff to improve
    ensuring governance secures stable staffing and leadership as rapidly as possible
    undertaking an external review of governance, to include a specific focus on the
    school’s use of the pupil premium.
    Report on the fourth monitoring inspection on 11-12 November 2014
    Inspectors met with three groups of pupils as well as pupils in class and at play and
    lunch times. They met with staff, including: the headteacher and senior leaders; four
    teachers who lead subjects; the teacher leading the school’s work in community
    cohesion; office staff; lunchtime staff; and the pupil support manager. Inspectors
    met with a representative of the local authority and four members of the governing
    body. In addition, inspectors looked at pupils’ work and a range of school documents
    including the records senior leaders have made when they check the quality of
    teaching. For this inspection there was no further data about pupils’ attainment and
    progress so inspectors concentrated on the quality of teaching, pupils’ behaviour and
    the effectiveness of leadership and management.
    Since the beginning of term in September, six teachers started at the school
    replacing those who left in July. The School have also appointed a Leader for
    Community Cohesion and a Pupil Support Manager. An additional teacher has been
    appointed to work across all of the junior classes. Four lunchtime staff have also
    been appointed.
    The quality of teaching
    The quality of teaching is improving and, in particular, the teachers who have been
    in school and received the intense training throughout last year have made the best
    progress. In one highly successful lesson, for example, the teacher enabled pupils to
    test out a range of art media, such as paint, pastels, ink, wax and paper, and
    experiment with them to create an image of a poppy before deciding on their chosen
    medium for their final picture. They made good progress in their knowledge of art
    media and knowledge of the best medium to use for the picture they wanted to
    Senior leaders have trained teachers in how to make better use of adults in lessons.
    They have observed all teaching assistants and given them individual feedback in
    how to improve their teaching, questioning and their interaction with pupils. The
    hard work has paid off. During my inspection visit, teaching assistants were actively
    moving around the class helping a range of pupils make progress by asking better
    questions that made pupils think and explain their work. In a successful mathematics
    lesson, for example, the teacher monitored the whole class, giving similar attention
    to the most and the least able. The teaching assistant seamlessly moved to give
    good help and advice to groups not working with the teacher. Teaching assistants
    now have to complete a learning log at the end of the lesson to feedback to the
    teacher what the pupils they have been working with have learnt. As a result
    teaching assistants are more focused on pupils’ progress and learning than
    The teaching of pupils known to have a disability or special educational needs was a
    significant issue at my last monitoring inspection. It has improved. Now most pupils
    have well-targeted teaching aimed at tackling their specific needs. In a small-group
    mathematics session, for example, pupils counted up and back from 20 in multiples
    of two. All pupils made good progress because the teaching assistant used resources
    well, gave time for pupils to think and respond, and used fun but challenging
    counting activities that were aimed precisely at what pupils had to learn next.
    Activities in small-group work are now completed in the same book as whole-class
    work. As a result the teacher and teaching assistants back in class are now more
    able to build on what had been taught in the smaller groups.
    Pupils are more engaged in lessons and are learning more. In a mathematics lesson,
    for example, pupils did not notice me enter the class with the deputy headteacher
    because they were fully focused on the activity of using a data base linked to
    remembrance commemorations on their laptops. The significant investment in
    information and communication technology (ICT) facilities is helping to improve the
    quality of teaching. In an English lesson the teacher demonstrated the language of
    persuasion by showing pupils clips of television adverts and stills of posters and
    slogans on packaging on an interactive whiteboard. All pupils were fully engaged,
    focused and made progress because of the lively and interesting teaching aided by
    the ICT.
    Behaviour and safety of pupils
    Senior leaders have taken effective action since my last monitoring inspection to
    improve pupils’ behaviour. More equipment at break times, changes to the timing of
    play times and changed lunchtime arrangements have all been successful in keeping
    pupils busy, active and out of trouble. ‘Lunchtime is calm now and we can hear
    ourselves and others speak.’ was a typical comment from the pupils we spoke with.
    Pupils also confirmed that the number of arguments has reduced and there is less
    name calling. Senior leaders have changed the rules regarding secondary-aged
    pupils on school premises. As a result pupils feel safer and any intimidation has
    Conduct around the school has improved. Lunchtime staff confirmed that behaviour
    is improving; pupils are more respectful and are better at using good manners. It
    was good to see at 11am all pupils file out into the playground to observe a two
    minutes silence respectfully for those who have been killed in wars. The staff’s work
    to teach the meaning of the poppy, respect for others who have died and British
    values of respect was successful.
    The hard work of the pastoral and office staff has successfully reduced the
    proportion of pupils absent from school. All groups of pupils, in particular those
    whose circumstances make them disadvantaged, have increased attendance. This is
    because the amount of holidays in term time has reduced and the rewards and
    sanctions for attendance have been successful.
    The quality of leadership in and management of the school
    The leadership has turned a corner and started to improve the school quickly. Key to
    the change is the relatively newly formed permanent leadership team led by the
    headteacher who has created a much improved team spirit, clear direction and
    shared ethos and responsibility. The impact of greater capacity to improve has been
    increased attendance, improving behaviour, better use and quality of teaching
    assistants and on quicker progress made by pupils with special educational needs.
    The headteacher has been successful in starting to bring the infant and junior
    schools together, before they become one school, with joint training sessions and
    joint working between key staff.
    Frequent and more detailed reviews of pupils’ work and teaching by senior leaders
    have led to clearer help and advice to individual teachers. Consequently, the quality
    of pupils’ work has improved. There are far fewer low-level worksheets in English
    and mathematics and there is improved presentation of work. The senior leaders
    have worked effectively to improve the quality of activities in English and
    mathematics lessons in order to speed up pupils’ progress. Leaders have, also, in
    team meetings, worked successfully to improve the impact of teachers’ marking.
    Pupils, particularly in Years 5 and 6, knew their targets and said they have clear
    advice on what they need to do to improve and have set times in which they can
    make their corrections and improve their work.
    Governance has improved. The governing body is now full and has recruited some
    new, highly qualified governors who have already had an impact, for example, on a
    much improved website. The review into the school’s use of pupil premium funding
    (additional government money) has taken place and has revealed some weaknesses,
    which the governing body has started to tackle. Governors have questioned and
    debated in detail the use of funding and deployment of staff to make sure it has an
    impact on pupils’ learning and behaviour. They have a better knowledge of teaching
    and of pupils’ progress because of more frequent meetings with subject leaders and
    key staff.
    External support
    The local authority has provided highly effective support to the school. As a result
    the leadership of subjects has improved, teaching by the newly qualified teachers is
    improving and the school’s systems to improve pupils’ behaviour have become more

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