The Deans Primary School Retains Flagship School Status

August 17, 2026

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Congratulations to everyone at The Deans Primary School which continues to flourish as an inclusive community and to maintain its status as an IQM Flagship School. The passion and commitment of staff, adaptability of practice, and strong sense of teamwork underpins ongoing progress. The school remains dedicated to high expectations, pupil-centred development, and ensuring that every child is supported to achieve and thrive.

Positive Change

There have been significant changes at the Deans in the past twelve months, including changes at the highest level of leadership. The school has also joined The Kings Academy Trust and is in the initial stages of assimilation as part of this organisation. Despite the challenges there have been a great many positive developments in the past year. The biggest of these is undoubtedly the opening of an enhanced resource provision, with the backing of the local authority and the Academy Trust. This builds on the focused work of staff at the Deans and has allowed enhanced provision to be accelerated.

The Blossoms Begin to Bloom

The pupils in ‘The Blossoms’ have settled well in the short space of time since opening. Priority has been given to establishing routine and attachments, and this is starting to result in accelerated progress in learning. For example, the PE specialist describes how these pupils are now able to move from their classroom to the hall, take their shoes off and place them in the dedicated area and be ready to start the session with minimal prompts. Songs and sensory stories, Attention Autism activities (bucket time), dough disco and TACPAC (structured communication through music and touch) have all been introduced to the daily routine.

Supportive Spaces

To create a conducive learning environment throughout the school, there has been investment in workstations and booths in communal areas, enabling focused interventions and providing safe, distraction-free spaces for both learning and pastoral support. Sensory needs are addressed through regular pastoral meetings, audits, and the provision of appropriate equipment, with a sensory room now in frequent use. The school plans to extend sensory audits to the whole school, involving well-being ambassadors and other stakeholders.

Consistent Support

Consistency in implementing adaptations for pupils is maintained through regular SENDCo check-ins, staff training, and the inclusion of the SENDCo in all pupil progress meetings. Ongoing professional development ensures staff are equipped to support a range of needs, with recent training covering executive functioning, ADHD, and emotional-based school avoidance. The school remains committed to continuous improvement in inclusive practice, ensuring all adaptations and interventions are effectively implemented and reviewed.

Enhanced Provision

The school will further develop provision for pupils with complex SEN, SEMH, and sensory needs, including the creation and enhancement of two Enhanced Resource Provisions (ERPs). There will be a focus on increasing sensory equipment within learning and social environments, tailored to individual sensory profiles. The effectiveness of all SEN adaptations will be regularly reviewed, and bespoke pastoral support will be delivered consistently.

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