Deaf Hill Primary School


Name Deaf Hill Primary School
Website http://www.deafhill.durham.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 07 December 2011
Address Station Road West, Deaf Hill, Trimdon Station, County Durham, TS29 6BP
Phone Number 01429880358
Type Primary
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 177 (51% boys 49% girls)
Number of Pupils per Teacher 18.7
Local Authority County Durham
Percentage Free School Meals 55.2%
Percentage English is Not First Language 0.6%
Persisitent Absence 18.9%
Pupils with SEN Support 9.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a smaller than average school in which the proportion of pupils known to be eligible for free school meals is much higher than the national average. There are very few pupils from minority ethnic groups or who speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities who are given additional support from within the school is higher than average, as is the proportion of pupils who receive support from external partners and agencies. The Early Years Foundation Stage provides for both Nursery and Reception children, with extended hours available for Nursery children. Within the last three years the school has achieved awards for Activemark Gold, Basic Skills, and ‘Best Primary School 2011 for Contribution to PE and Sport in County Durham’. It also holds Healthy School Status. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Main findings

In this good school children get off to an excellent start. In the outstanding Early Years Foundation Stage children make exceptional progress. Older pupils continue to have good attitudes to learning which are reflected in their outstanding behaviour in lessons and in more informal situations around the school. As a result, pupils feel extremely safe and achieve well. Most pupils make good progress because of successful relationships and good teaching, although some groups with special educational needs and/or disabilities make only satisfactory progress because : activities do not always match their individual needs. Recent strategies to improve the use of assessment to promote pupils’ learning have been successful and there are good indications of improving standards across all stages. Although attainment in writing has improved, levels are lower in this area than in reading and in mathematics because too few pupils attain the higher levels. The effective curriculum provides many additional experiences for pupils, including those offered through strong partnerships with local schools and a range of sports providers. The provision of physical activities is a strength of the school and contributes greatly to pupils’ excellent understanding of their personal safety and good adoption of healthy lifestyles. Staff provide increasing opportunities for pupils to widen their understanding of the wider world. However, there are still too few opportunities for pupils to investigate and solve problems using their skills in English, mathematics and ICT in other subjects. Parents and carers greatly appreciate the school’s commitment to the development of the whole child and recognise the dedication of staff to care for their children. They have excellent relationships with the school, shown in the ever-increasing attendance and pupils’ much improved behaviour. They are encouraged to be actively involved in their children’s learning and they take full advantage of opportunities to learn alongside their children. One remark reflective of many states, ‘…we find the school excellent, both in the education the children receive and how the staff nurture and care for the children’. The senior leadership team is strong; led extremely effectively by a highly motivated headteacher. His vision for the school builds upon its strengths and steers a determined programme for improvement based upon accurate evaluation of the school’s strengths and areas for improvement. Good and improving skills among the governing body and other leaders support school development well. The results are clearly evident, for instance in the improving standards, the successful development of the Early Years Foundation Stage, increased attendance and the now excellent behaviour of pupils. There are clear priorities indentified for further improvement. As a consequence, the school has a good capacity for sustaining improvement and provides good value for money.