Deyncourt Primary School
phone: 01902 558778
headteacher: Mr P Bull
315 pupils capacity: 100% full
155 boys 49%
165 girls 52%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 393594, Northing: 301237
- GPS coordinates
- Latitude: 52.609, Longitude: -2.096
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 4, 2013
- Region › Const. › Ward
- West Midlands › Wolverhampton North East › Fallings Park
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.3 miles St Mary's Catholic Primary School, Wolverhampton WV108PG (370 pupils)
- 0.4 miles Braybrook Centre WV111NN
- 0.4 miles Old Fallings Junior School WV108BN
- 0.4 miles Fallings Park Primary School WV108BN (473 pupils)
- 0.4 miles Long Knowle Primary School WV111EB (229 pupils)
- 0.4 miles Wodensfield Primary School WV111PW (491 pupils)
- 0.4 miles Wodensfield Infant School WV111PW
- 0.4 miles Wodensfield Junior School WV111PW
- 0.5 miles Our Lady and St Chad Catholic Sports College WV108BL (789 pupils)
- 0.6 miles Wood End Primary School WV111YQ (254 pupils)
- 0.6 miles Nordley Special School WV111NN
- 0.7 miles St Thomas' Church of England Primary School WV113TG (207 pupils)
- 0.7 miles Heath Park Business and Enterprise College WV111RD
- 0.7 miles Moreton Community School WV108BY (759 pupils)
- 0.7 miles Underhill Infant School WV108LS
- 0.7 miles Heath Park WV111RD (1201 pupils)
- 0.8 miles Low Hill Nursery School WV109JN (79 pupils)
- 0.8 miles Bushbury Hill Junior School WV108BY
- 0.8 miles Bushbury Hill Primary School WV108BY (258 pupils)
- 0.8 miles Berrybrook Primary School WV108NZ (250 pupils)
- 0.8 miles St Patrick's Catholic Primary School, Wednesfield WV111PG (234 pupils)
- 0.8 miles Westcroft Sport and Vocational College WV108NZ (162 pupils)
- 0.8 miles Underhill Junior School WV108NZ
- 0.8 miles Chadsway Junior School WV111TN
D'Eyncourt Primary School
Mullett Road, Wednesfield, Wolverhampton, WV11 1DD
|Inspection dates||4–5 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Teaching is good and sometimes outstanding. |
Pupil’s behaviour is good both in lessons and
Pupils make good overall progress throughout
Teachers provide lively and exciting tasks that
enable pupils to build their learning step by
around the school. Pupils feel safe, are polite
and welcoming, and keen to talk positively
about their school.
the school in English and mathematics.
| The headteacher and governing body take a |
Pupils who find learning difficult, or who have
Children in the Reception class achieve well in
strong lead in driving improvement.
special educational needs are given good
support. The teaching of reading and phonics
(the sounds that letters make) is particularly
good for those pupils who had previously fallen
all areas of learning.
| Some staff do not always make enough use |
A small number of staff do not organise
of their knowledge about what pupils already
know to plan work at the right level for their
lessons well enough and take too long to
explain to pupils what they need to do, which
slows their learning.
| The quality of written marking is inconsistent |
In Years 1 and 2 pupils are not being given the
and too few opportunities are provided for
pupils to respond to the advice given.
opportunity to develop their mathematical
investigative skills as well as they should.
Information about this inspection
- Inspectors observed parts of 18 lessons. This included several joint observations with the
headteacher. Inspectors listened to several pupils read and looked at samples of work.
- Meetings were held with the headteacher, the Early Years Foundation Stage staff and the special
educational needs coordinator. Discussions also took place with groups of mixed-ability pupils,
the Chair of the Governing Body and a representative from the local authority.
- Inspectors took account of the views of the 22 parents and careers who responded to the Ofsted
online parent questionnaire (Parent View). Inspectors also took account of the 10 responses to
the staff questionnaire.
- Inspectors observed the work of the school and looked at a number of documents, including the
school’s own information on pupils’ progress, planning and monitoring information, and records
relating to behaviour, attendance and safeguarding.
|Steven Cartlidge, Lead inspector||Additional Inspector|
|Linda Brown||Additional Inspector|
|Sally Ann Yates||Additional Inspector|
Information about this school
- This is a larger than average-sized primary school.
- Most pupils are from White British backgrounds and the majority speak English as their first
- A below-average proportion of pupils are supported by the pupil premium (extra funding from
the government for pupils looked after by the local authority known to be eligible for free school
meals or who have a parent in the armed services).
- The percentage of disabled pupils and those who have special educational needs supported
through school action and school action plus or with a statement of special educational needs
are below average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
- The headteacher was appointed in April 2013.
What does the school need to do to improve further?
- Improve teaching from good to outstanding in order to raise pupils’ achievement further by:
making sure that, when teachers mark pupils’ work, they give clear points on how to improve
it and allow pupils time in lessons to read, understand and follow the advice given.
in all classes, using the assessment of pupils’ skills and previous learning to plan work that is
set at the right level for pupils’ different abilities.
providing pupils in Years 1 and 2 with more challenging and varied tasks, puzzles and
problem-solving activities in mathematics lessons to help them to develop their mathematical
|The achievement of pupils||is good|
- Children start in Reception with skills that are below or at those expected for their age. Most are
confident and chatty young learners who are keen to find things out and to do well. This was
well illustrated in ‘a forest school’ lesson, where teaching was excellent; children were keen to
talk about their knowledge and understanding of how trees’ roots work.
- At the time of the previous inspection pupils’ standards were well above national averages. While
standards have been maintained in Key Stage 2 with pupils’ progress in both English and
mathematics above national averages, they have not been consistent in Key Stage 1, dipping in
2011 and rising again to slightly above average in 2012.
- A key strength across the school is how well pupils read. Many read fluently and confidently, and
boys and girls say equally they enjoy reading. Pupils indicate that they are well supported by
their families in their reading at home.
- In recent years standards in writing have not been quite as high as those in other areas. The
school is aware of this and has focused upon improving writing opportunities for pupils through
more links with topic work and ‘Friday writing’. Recent samples of pupils’ work indicate a
stronger picture now, with many pupils writing well for their age.
- Disabled pupils and those with special educational needs receive specific additional help in
lessons, in small groups and in individual activities. Staff work successfully to help these pupils to
grow in confidence and make good progress towards their individual targets.
- Pupil premium funding is used to fund booster classes and provide more teaching assistant time,
and extra educational resources. In 2012, these pupils were about six terms behind their
classmates in English and around eighteen months behind in mathematics. However, current
data indicates that this gap has closed. Pupil premium pupils are now making the same good
progress as their classmates.
- Although progress overall is good in Key Stage 1, pupils are not being challenged or given
enough opportunity to develop their mathematical investigative skills.
|The quality of teaching||is good|
- The vast majority of teaching observed during the inspection was good or better, and records of
leaders’ checking of teaching show that this is typically the case.
- In the Early Years Foundation Stage, children benefit from challenging activities when led by a
teacher or when they work by themselves, and make choices in the outside area. During the
inspection, children had the opportunity to use the school computers to create an owl picture.
Because the activities interested the children, their language developed well. The strong
emphasis on promoting writing is also having a positive impact on children’s skills and progress.
- Teachers use their good subject knowledge to motivate their pupils. They provide a range of
tasks that encourage pupils to want to succeed. This was particularly noticeable in an English
lesson where Year 6 pupils had the opportunity to write a formal letter and practise their
persuasive writing skills. The pupils gradually made their letters more complex and showed a
clear understanding of what strategies to use to reach the highest level possible.
- Where teaching is most effective, teachers use questioning well to check pupils’ understanding,
asking searching questions and encouraging discussion. For example in a mathematics lesson in
Year 5 where teaching was good, pupils worked cooperatively in groups to develop their
understanding of how to work out the perimeter of shapes. They clearly enjoyed the task and
responded positively to the teacher’s probing questions.
- Teaching assistants work in partnership with teachers to support individuals, including disabled
pupils and those who have special educational needs. Staff also support those entitled to pupil
premium funding and carefully check their progress to ensure equality of opportunity for all.
- There is some inconsistency in the quality of teachers’ planning. Some staff do not always make
enough use of their knowledge about what pupils already know to plan work at the right level
for their pupils’ different abilities. As a result, some lower attaining pupils simply copy
information because they do not understand clearly what it is they have to do and higher-
attaining pupils are sometimes expected to undertake tasks that are too easy for them before
moving on to more challenging work.
- Marking and feedback to pupils across the school varies and, in many lessons, it does not let
pupils know how well they are doing and what they need to do to improve their work. Even
when this is done, time is not always given for pupils to act on any comments made.
- In lessons where teaching requires improvement, teachers sometimes take too long to explain to
pupils what they need to do and this slows pupils’ learning.
|The behaviour and safety of pupils||are good|
- Pupils are keen to learn in almost every lesson. Their behaviour during lessons is almost always
good and this has a very positive impact on their learning.
- Pupils listen carefully to the explanations of staff and to the ideas of others. This was very well
illustrated in a Year 5 mathematics lesson where teaching was outstanding, pupils listened
attentively to the teacher’s explanations of odd and even numbers and then animatedly joined in
pair and group discussions about what they thought the answers to the teacher’s questions
- During breaks and at lunch times, the behaviour of pupils is exemplary. Pupils are helpful to
visitors and keen to talk about their school and do so with a sense of pride.
- Pupils can clearly explain that bullying is a repeated action and know that inappropriate
behaviour is never tolerated in school. Pupils have a good understanding of how to keep safe
when using the internet or when using mobile phones for sending messages and, for example,
they know how important it is to keep passwords secret.
- All the staff and the great majority of the parents agree that behaviour at the school is good.
The vast majority of the 22 parents who responded to the on-line questionnaire (Parent View)
would have no hesitation in recommending this school to another parent.
- Attendance is consistently above average and punctuality to lessons is good.
|The leadership and management||are good|
- Senior leaders and governors are ambitious for all pupils to do well. The headteacher, who has
been in post since April 2013, provides very determined leadership, promoting a clear focus on
continual improvement which staff acknowledge and appreciate.
- Pupils’ progress is checked regularly and underachievement is identified and tackled. Leaders are
aware of the school’s strengths and areas for development, and appropriate priorities for action
have been identified. The school’s systems for monitoring and assessing its strengths and
weaknesses are very precise and accurately identify its priorities for improvement.
- The school places a high priority on improving teaching through good quality training. Teachers’
performance is checked and information is used from lesson observations and from information
about pupils’ progress to decide what teachers need to do next to improve.
- The school has looked at the impact of the pupil premium on the progress of those who receive
extra support. It has made sure that pupils achieved good standards at the end of Year 6. This
year, it is funding more one-to-one tuition and small-group teaching of those pupils who are not
making the progress expected of them.
- The headteacher has strengthened the way in which teachers’ performance is checked and will
not allow staff to be rewarded by increased salaries unless they are successful in helping pupils
make at least good progress.
- School leaders ensure that different groups of pupils have an equal chance to succeed and they
tackle any instances of discrimination.
- Teachers use a broad range of topics to make learning stimulating in a range of subjects and
pupils say they find the work they are set interesting. The school provides a wide range of clubs
and out-of-school activities.
- Pupils’ spiritual, moral, social and cultural development is good. For example, pupils told
inspectors that recently in an assembly and due to current news coverage, they were told about
Nelson Mandela’s life and work.
- The local authority is fully aware of the school’s strengths and weaknesses and has worked
effectively with senior leaders. Most recently being involved with the interviews for the
headteacher and deputy headteacher.
- The Parent View responses indicate that parents have a very positive view of the school, with
the vast majority of those who responded saying they would recommend the school to another
- The governance of the school:
The governing body is well informed. It has recently appointed a new headteacher and deputy
head teacher, who will take up his post in September. Governors challenge and support the
school and compare its performance with schools nationally. Governors have a deep insight
into the quality of teaching. They ensure that the use of additional funds from the pupil
premium improves the achievement of the pupils for whom the funds are intended. The
governing body oversees the management of finance and resources expertly and ensures that
the salary progression of staff is justified. Governors rigorously check safeguarding practice
and, as a result, safeguarding procedures meet current legal requirements.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||104319|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||315|
|Appropriate authority||The governing body|
|Date of previous school inspection||22 June 2010|
|Telephone number||01902 558778|
|Fax number||01902 558779|