|Name||Deansbrook Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 July 2013|
|Address||Hale Drive, Mill Hill, London, NW7 3ED|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||14.6%|
|Pupils with SEN Support||8.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a larger than average-sized infant school. Pupils come from a variety of ethnic backgrounds. The majority of pupils are from White British background, with pupils from Any Other White background and Black or Black British African heritage forming next sizeable ethnic groups. The proportion of pupils for whom the school receives the pupil premium (additional government funding for pupils known to be eligible for free school meals, children who are looked after by the local authority and children of service families) is well above average. The school currently has no children who are looked after by the local authority or children of service families. The proportion of pupils from minority ethnic backgrounds is well above the average, as is the proportion of pupils who speak English as an additional language. The proportion of disabled pupils and those who have special educational needs who are supported by school action is well above average; the proportion supported at school action plus or with a statement of special educational needs is below average. The school provides a daily breakfast club for its pupils held in the Junior school. The school also runs a number of after-school clubs for its pupils. Pupils are educated onsite. There is no alternative provision elsewhere. A new headteacher has taken up post since the previous inspection.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress in reading, writing and mathematics and their attainment at the end of Year 2 is above average. Children in the Early Years Foundation Stage make good progress from their low starting points because of the exceptional care and support they receive from adults. Pupils who find work difficult are quickly identified and receive high-quality support from teachers and teaching assistants. As a result, all groups of pupils make good progress. The quality of teaching across the school is good, with some that is outstanding. Teachers’ questioning and timely feedback in lessons, including written advice in books on how to improve, extend pupils’ learning. Teaching assistants and support staff know the pupils well and provide effective support in the classroom and in small groups to help pupils make good progress. Behaviour is good and pupils are polite, courteous and friendly. They show respect for children from different backgrounds, get on well with each other and are keen to learn. The school is well led and managed; leaders and managers work effectively as a team to bring about improvements. The staff are very supportive of the senior leadership team and morale in the school is high. The governors know the school well, including its strengths and areas for development. They provide appropriate levels of support and challenge and are committed to the school’s improvement. It is not yet an outstanding school because : Higher attaining pupils are not challenged consistently in all lessons to enable them to reach their potential. There are too few opportunities for pupils to respond to teachers’ comments in their books to extend their understanding. Not all lessons make it clear to different learners what they are expected to learn by the end of the lesson to give them more responsibility for their learning. Attendance is not yet high enough to ensure no pupil falls behind in their learning.