The Deanes

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About The Deanes

Name The Deanes
Ofsted Inspections
Mr Desi McKeown
Address Daws Heath Road, Thundersley, Benfleet, SS7 2TD
Phone Number 01268773545
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 507
Local Authority Essex
Highlights from Latest Inspection

What is it like to attend this school?

Pupils know that they matter as individuals, as the school fulfils its 'iMatter' promises to them. All pupils are made to feel welcome. They thrive in a happy and inclusive environment.

Pupils talk about how the school has made things better for them. They respect each other's differences and are accepting of different beliefs.

Pupils follow a broad, interesting and engaging curriculum.'

Challenger' lessons give pupils a rich range of wider experiences. These ensure that pupils who are unable to attend after-school clubs do not miss out. Pupils are supported to achieve increasingly well.

However, on occasion, pupils do not retain important knowledge well as they should, as a few teachers are less effective at helping them to do so.

Pupils understand and typically follow clear school behaviour rules. Learning is rarely disrupted.

They respect out-of-bound areas at break and lunchtimes and typically interact pleasantly. Sometimes, a small number of pupils cause low-level disruption, but staff are on hand to address this.

Pupils are confident in how any worries or concerns are dealt with.

They value the support for mental health provided by the school, such as counselling.

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

The school has rapidly improved the quality of education. The trust recognised that pupils did not achieve as well as they should.

The trust has worked with the school to redesign the curriculum so that pupils are now learning the required knowledge to be successful in their studies. The curriculum is now broad, balanced and ambitious. More pupils now study languages, and more now complete subjects that make up the English Baccalaureate.

The school has a sharp focus on helping pupils to remember important knowledge and understand more complex ideas. Teachers develop their subject expertise and have opportunities to share ideas. They plan lessons that capture pupils' interests and that are effective in helping pupils to learn new content and knowledge.

Pupils are retaining important knowledge increasingly well because of this improved teaching. Occasionally, some teachers do not spot where pupils' understanding is not secure. They do not adapt their teaching and move on to new learning before pupils are ready.

Pupils with special educational needs and/or disabilities (SEND) are included in all lessons. They are supported to access the same curriculum as others because their needs are carefully identified and supported. They make effective progress with learning this curriculum.

The school prioritises reading. Pupils have daily opportunities to read. Teachers model reading, and there is an effective tiered programme of support, run by specialist teachers, to support weaker readers to catch up.

Leaders have provided significant support for families to ensure good attendance. The school has ensured that behaviour is typically calm and orderly. The behaviour policy is clearly understood and applied by all.

Staff are present around the school site to address any issues that do occur. Despite this, there is still a minority of pupils who cause low-level disruption, as they do not take enough ownership of their own conduct.

The school promotes pupils' personal development strongly.

Pupils have a range of opportunities to develop talents and interests, including activities such as yoga. Pupils benefit from a personal, social and health education (PSHE) programme that builds their knowledge and understanding of important issues such as consent and sexual harassment in an age-appropriate way. The school has ensured that a full programme of careers education is in place.

Pupils benefit from high-quality careers guidance, employer visits and work experience, so they are well prepared for their next steps.

Trustees and governors work together harmoniously to provide effective challenge and support. Staff are highly positive about the support provided for their workload and well-being.

Parents view the school positively. The school has sought to engage them with school life and inform them about learning.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, teachers do not check how well pupils have remembered important knowledge or adapt their teaching well enough to take account of what pupils know. As a result, they move on to new learning before pupils are ready, and pupils do not secure important knowledge well enough. The school needs to ensure that teachers carefully check what pupils know and where pupils have gaps in their understanding, adapting their teaching to address this effectively.

• The behaviour of a small number of pupils does not meet the school's high expectations. These pupils cause low-level disruption, including in the corridors. The school needs to support all pupils to take better responsibility for their own conduct so that low-level disruption does not occur.

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