Cirencester Deer Park School

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About Cirencester Deer Park School

Name Cirencester Deer Park School
Ofsted Inspections
Headteacher Mr Richard Clutterbuck
Address Stroud Road, Cirencester, GL7 1XB
Phone Number 01285653447
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 1013
Local Authority Gloucestershire
Highlights from Latest Inspection


Cirencester Deer Park School continues to be a good school.

What is it like to attend this school?

The values of 'trust, kindness and determination' pervade this school.

Pupils welcome leaders' high expectations of their behaviour and conduct. They know that if they do not uphold the school's values, they will be challenged by staff. When pupils experience derogatory language or bullying, leaders take swift and effective action.

Parents and carers speak highly of the school. They value the communication they have with leaders and the quality of education their children receive. Comments such as 'I couldn't ask for a better school for my child' were typical in Ofsted's survey, Ofsted Parent View.

Pupils enjoy their learning and feel well prepared for the future. The annual careers convention, for instance, helps pupils learn about an extensive range of next steps for their education and employment. Pupils appreciate the opportunity to have a voice through the school council and leadership positions as presidents or vice-presidents.

Pupils relish the opportunities to develop their talents and interests. The expressive arts, for example, are at the heart of the school. Pupils speak with enthusiasm about events, such as the school production and young musician competition.

The biannual talent show is a popular occasion. Pupils enjoy celebrating the talents of their peers and of staff.

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

Leaders have re-established their high expectations of pupils' behaviour since the COVID-19 pandemic.

Pupils behave well in lessons and benefit from learning without low-level disruption from others.

Leaders have a clear and ambitious vision for the quality of education that pupils receive. This vision extends to all pupils, including those with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged.

Leaders keep the curriculum under review and use feedback to help them improve it where they need to.When designing the curriculum, leaders have carefully considered the important knowledge and skills pupils should learn. This includes important knowledge from each subject and how best to teach it.

For instance, in history, pupils learn about important historical concepts and how to use information from historical sources. Across the curriculum, teaching is ambitious about the subject-specific vocabulary that pupils should learn and use.

In each subject curriculum, leaders have sequenced knowledge to prepare pupils for future learning.

Improvements to the languages curriculum in key stage 3 provide a stronger foundation for more pupils to study the English Baccalaureate in key stage 4.

Teachers have the subject expertise they need. For example, in mathematics, teachers clearly explain to pupils the mathematical methods and approaches required to problem-solve.

Pupils are then able to use these proficiently. Teaching typically uses assessment well to check pupils' understanding and identify gaps in their learning.

The curriculum is adapted well for most pupils with SEND.

However, for some pupils, their needs are not identified precisely enough. This means that the curriculum is not always successfully adapted for them. Similarly, the curriculum for some pupils who are in the early stages of learning to read is not as effective as it could be.

Leaders have a clear vision for pupils' personal development. Since the pandemic, this has included a strong focus on ensuring positive mental health. Pupils learn about the importance of tolerance and citizenship.

Pupils receive useful careers information, advice and guidance. They undertake meaningful work experience and have good encounters with a wide range of employers.

Staff are proud to work at the school.

They feel well supported by leaders in respect of workload, well-being and managing pupils' behaviour. Leaders are reflective and self-critical. They regularly seek ways to improve or enhance the school's effectiveness.

Staff value the professional development they receive.

Trustees and local governors are experienced and ask challenging questions to hold leaders to account. They ensure that resources are well managed and that the school fulfils its statutory duties.


The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding. Appropriate checks are made on adults working in the school.

Staff understand the priority that should be given to safeguarding. They receive effective training and report concerns about pupils or adults appropriately.

When pupils are at risk, leaders make timely referrals to safeguarding partners.

They engage external agencies to support and educate pupils. Leaders are not afraid to challenge partners to secure the support that children need.

Pupils learn about online safety.

They feel confident to talk to staff if they are worried about anything. The school has appropriate practice to manage sexualised language or abuse that arises in or out of school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils with SEND are not supported well enough.

In these cases, pupils' needs are either not accurately identified or the curriculum is not adapted appropriately. Leaders should ensure that pupils' needs are identified and met so that all pupils are supported to achieve well.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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.

This is the second ungraded inspection since we judged the school to be good in June 2013.

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