Dean Bank Primary and Nursery School

What Ofsted said

From the inspection on 22 May 2024

Dean Bank Primary and Nursery School sits at the heart of its community. Pupils are proud of their school. They try hard to follow the school's community rules. Most pupils feel happy and safe. Behaviour is generally positive in lessons and at breaktimes. However, pupils report that there are occasionally arguments that lead to fights. This makes them feel worried. Pupils recognise that teachers deal with these incidents when they occur. However, some pupils report that the problems reoccur frequently. They do not feel that the actions taken are always successful. The school has been in the process of rewriting the curriculum. Leaders felt that the current curriculum was not fully meeting the needs of all pupils. While this work is leading to some positive changes, it is still in the early stages of development. Pupils are not benefiting from a coherent curriculum that builds over time. As a result, some pupils cannot remember what they have already learned in some subjects. Pupils value the range of leadership opportunities open to them, including in the environmental group, as a team captain or as the highly prized positions of head boy and head girl. Pupils enjoyed having the opportunity to take part in interviews for the new headteacher.

What the school should improve

• The school does not keep sufficiently detailed records of behavioural incidents. This means that leaders do not have a full understanding of why, when and where they are most likely to occur and the impact this is having on other pupils. The school should make sure that accurate recording and reporting arrangements are in place, so that staff can address instances of poor behaviour effectively and prevent them from reoccurring.
• The quality of support available for pupils with SEND is variable. This means that some pupils do not benefit from the educational opportunities the school has to offer. The school should make sure that plans reflect the needs of each individual. They should monitor the impact of these plans so that all pupils receive support that enables them to succeed.
• The school is in the process of rewriting the curriculum. This includes the early years curriculum. Subjects are at different stages of completion. Pupils have not learned and remembered the full breadth of the curriculum consistently well. Leaders should ensure that the curriculum is consistently planned, sequenced and implemented and that it results in pupils learning and remembering the intended content over time.
• Too many pupils struggle to form their letters correctly and to present their work neatly. This means that pupils' work is often hard to read and not at a standard expected for their age. Leaders should ensure that there are consistently high expectations of presentation in all subjects, with pupils taught how to form their letters correctly from Nursery onwards.
• Some pupils are absent from school too often. This means they miss important learning and find it difficult to keep up with their friends. Leaders should continue to help all parents to understand the importance of regular school attendance and its impact on pupils' success at school.

Read the full Ofsted report (opens in a new tab)