Deansfield Primary School in Hillingdon has achieved Flagship School status.
An Educational Learning Journey
The School’s motto ‘Dream with all your mind, Believe with all your heart, Achieve with all you might and make a difference’ is embraced by all. As soon as you enter the school, you undertake an educational learning journey that is engaging, motivating and truly enlightening.
Resources to Support Learning
The displays on the walls reflect the high-quality teaching and learning a well as the impact on the progress of the pupils in gaining knowledge, skills and understanding through the well planned creative cross curricular termly themes. The display work includes work on the Mayan Civilisation, the Anglo Saxons, night animals, WW11, crocodiles and the books ‘The Enormous Crocodile’ and ‘Pinocchio’ to name but a few. Equally, the classroom learning environments are vibrant providing high quality displays and resources to support learning. All classrooms are organised and structured to create an atmosphere that stimulates the pupils’ engagement and their love of learning. Educational visits are also planned into the schemes of work to enhance and bring to learning to life.
Enhancement through the Arts
During the visit, it was Arts Week. Visitors to the school included an artist in residence who guided the pupils to collaboratively create murals for the outdoors. There was also a visit from the ‘Junk Orchestra’ who successfully enabled both the pupils and staff to relish the opportunity to create music through a re-cycled collection of objects and express themselves through music.
The Outdoor Learning Environment
Since the last IQM review, the outdoor space has been enhanced offering the pupils the experience of creating music through installed percussion instruments. There is also a new climbing wall as well as a reflection area with large furniture moulded out of natural wood. A new dome greenhouse has been installed with each Year Group owning a bed to grow vegetables.
The pupils spoken to showed how much pride they had in their school and how grateful they were for the exceptional learning environment. They used words such as ‘inspirational, fun, fantastic, outstanding, friendly, skilful, thoughtful and funny’ to describe the staff.
Difference and Diversity
They understood the importance of respect for others including the global community through the school’s ‘UNICEF Rights Respecting Schools Award’ which has been seamlessly threaded through the whole curriculum. It supports pupils’ acceptance of difference and diversity and provides them with a strong moral compass which was evident in discussion with all pupils. The school has developed a ‘Golden Charter’ displaying their responsibilities in relation to UNCRC Articles. Each class group has then developed their own ‘Class Charter’ in relation to UNRC Articles chosen by them. It was clear that both pupils and staff were reminded each day of the importance of the values of the Articles displayed. This has an astounding impact on the whole atmosphere within the school.
Extra-curricular activities are an important part of daily life. The Year 6 pupils were gearing up to their end of term performance of the ‘Golden Ticket’. The Sunset Festival was also taking place where the pupils were excited to perform in Music, Drama and Dance as well as making items to sell through the Enterprise scheme. The whole local community and families attend the event.
Challenging Learners Appropriately
Deanesfield Primary have successfully developed Maths Mastery within the school. The school has embedded the White Rose Scheme of learning. This has ensured that learning for each pupil in every year group is challenging giving opportunities for reasoning and problem solving in every lesson. Teaching ensures that progress is achieved through the curriculum being broken down into small steps so that the principles of mastery teaching are embedded into everyday practice. Support for certain groups of pupils including PP and SEN are clearly planned for and structured within the lessons. The Concrete, Pictorial, Abstract (CPA) approach is now at the heart of Mathematics teaching. This has resulted in pupils being engaged and enthusiastic in their learning and has had a positive impact on their progress.
Developing Mastery Teaching
The school has evaluated their next steps of development in this key area which is to develop mastery teaching so that all teachers’ subject knowledge is solid to allow high quality feedback during the lessons as well as greater depth opportunities ensuring pupils high quality teaching in order to develop pupils’ knowledge, skills and understanding so they have the confidence to make connections between key concepts. In addition to this, pre-teaching supports lower ability pupils so that they are prepared for key concepts in class. Mathletics and engaging, supportive online resource have been purchased to support learning both at home and school. The presentation given on the day of the visit by the Maths lead and a group of pupils showed the drive and the passion to develop Maths further as well as demonstrating a compelling enthusiasm from the pupils and their teacher.
Cluster Network Groups
The Maths lead takes his passion for Maths further by participating in two cluster network groups for Maths to share ideas and quality first teaching in Maths.
Developing Links with Other Schools
Deanesfield staff have very worked hard to develop links with other schools within their local borough by attending forums and SEND conferences. Together with other local schools they employed an educational psychologist, counsellor and play therapist. The school have also developed a positive relationship with South Ruislip EYC holding regular meetings and inviting them to events at the school. The school liaise with the charity ‘Brilliant Parents’ who run a triple P Parenting Course for parents of pupils. In addition to this, the leaders support the local secondary school with pupils who are at risk of exclusion, Deanesfield offer internships to Year 10 pupils from January to July. This has had a positive impact for pupils from the secondary school as well as those at Deanesfield.
A Teaching Alliance
The school is also part of the Priestmead School and Harrow Teaching Alliance working with Middlesex University to develop undergraduates through the school – centered initial teacher training programme (SCITTS). The leaders are extremely successful in developing teachers to excellence as well as’ home growing’ leaders of the future. At present the LA are developing the role of a Specialist Leader within the locality and the IQM lead is awaiting the outcome of the application process.
In order to ensure up to date records on all pupils to keep them safe, Deanesfield have rolled out the system CPOMS. The school has supported another school regarding the use of CPOMS. All staff are aware of CPOMS and trained to use the system to record information on pupils to ensure high standards in Safeguarding by all staff.
Supporting Mental Health
The school has developed an action plan through their own research and through liaising with Carnegie Centre of Excellence for Mental Health in Schools Award. Through access to Pebble Pad, the developments of the provision to support mental health is growing. CPD has supported staff’s knowledge to include play therapy, mindfulness and calm app as well as a counselling phone line. This area is continually being addressed and developed by the IQM lead.
Improving Outcomes for All
The SLT meet regularly to evaluate the support in place for pupils and staff. They review the impact of provision and change it to ensure all pupils are supported effectively to improve outcomes for all. Removing barriers to learning is embedded within the school ethos. This was apparent in evaluating the detailed ‘Provision Map for Inclusion 2018-2019’ which is exemplary. It evaluates the needs across the whole school, the needs for specific or general learning difficulties including dyslexia, the needs for motor co-ordination difficulties including dyspraxia, the needs for communication and interaction including autism, the needs for sensory, physical, medical difficulties including visual and hearing impairment, the needs for gifted and talented and the needs for EAL. The provision map clearly states the expectations regarding classroom delivery, the expectations for the learning environment, the structured programmes and resources available depending on the need of the pupil, the provision in class and out of class as well as the support for parents and the support for the school from external agencies. The Provision Map is a working document which follows the ‘Assess, Plan, Do and Review Cycle’.
During the visit, it was clear to see the staff and leaders ‘Make A Difference’ and embed a growth mindset attitude across the school. The Governors were both supportive and involved in the outcomes of all pupils and played an active part in the developments within the school. Equally, the parents were most supportive of the school and felt that the staff worked tirelessly for the pupils and their families to improve outcomes whatever the individual need of the child.
Passionate about Inclusion
The leaders, staff and pupils are passionate about Inclusion. Their motto ‘Dream, Believe, Achieve and make a difference’ sets the scene for any visitor to be inspired to do the same.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: firstname.lastname@example.org for further details.
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