Ofsted Inspection Report - Prep-Prep
Inspection Date: 7 February 2007
Purpose and scope of the inspection
This inspection was carried out by Ofsted under section 162A of the Education
Act 2002, as amended by schedule 8 of the Education Act 2005, in order to
advise the Secretary of State for Education and Skills about the school’s
suitability for continued registration as an independent school.
Information about the school
Deepdene School was founded in 1948. It is a co-educational pre-preparatory
school providing for children aged from six months to eight years. The school is
divided into three departments: the toddler unit for children aged up to twoand-
a-half year olds, the nursery for two to four-year-olds and the reception
and pre-prep classes for children over four years old. The day care and nursery
provision, registered separately, was last inspected in 2006 and was not
included as part of this inspection.
Deepdene is a non-selective and non-denominational school, whilst continuing
to maintain its traditional link with the Christian church. Pupils attend the school
from the local area and wider community. There are very few pupils with
learning difficulties and/or disabilities.
Evaluation of the school
Deepdene is a good school that complies with nearly all of the relevant
regulations. It caters well for individual needs so that all pupils make good
progress and standards are high. The pupils are self-confident and articulate
when leaving school. This is because Deepdene pupils receive good quality care
and nurturing. All pupils are hungry for their learning. They are curious about
the world around them. This curiosity is fostered by many creative
opportunities. Pupils and their parents are rightly proud of their school. Since
the last inspection the school continues to improve in all areas.
Quality of education
The school provides a good quality of education. The school’s curriculum, which
incorporates all aspects of the National Curriculum, is good. It is very broad and
vibrant. It effectively balances academic study with an exciting programme of
sport, music, language, information communication technology, art, craft,
dance and drama. There are very good links made across subjects which
increase the depth of understanding for pupils. Each child’s uniqueness is
fostered through a plethora of basic skills and creative learning opportunities.
For instance, during the inspection an activity was seen where reception
children were inspired by excellent resources. They made colourful fish collages
showing their creativity and good cutting skills.
The quality of teaching is good with some outstanding features. The staff work
together effectively as a team, along with other visitors, providing high quality
teaching and support, which enable the pupils to learn effectively and fulfil their
potential. An outstanding feature is the way that most teachers challenge and
support pupils through the use of targeted and probing questioning. In the very
best lessons pupils are engaged and enthused through a range of interesting
activities delivered in a lively manner.
Assessment is good overall. Pupils are tested and assessed regularly. The
results are fed directly into teachers’ lesson plans. These plans are of a good
quality. As a consequence the class work stretches pupils and is a good match
to pupils’ needs. Teachers know the pupils well and know exactly where they
are with their learning. The school does not have a concise central record to
demonstrate how good the quality of education provided by the school is,
particularly for prospective parents.
Marking identifies what pupils have done well, it does not always show pupils
how they could improve their work or the next steps that they need to take
with their learning. Pupils said 'they did not know what they were doing next
and that it would help them if they did'. Inspectors agree.
Pupils’ progress is good. This is because all staff have high expectations of the
pupils, which are based on good knowledge of their needs and abilities. Pupils
respond well to the quick pace and learning challenges set by staff. Also the
firm, fair and friendly teaching approach used consistently by all staff is
ensuring good progress for Deepdene pupils. Schemes of work help provide
depth to the learning because prior learning and knowledge are effectively built
on. These schemes follow the latest practice.
Spiritual, moral, social and cultural development of the
pupils
The development of pupils' spiritual, moral and cultural understanding is good.
Pupils have good social skills, listening well to each other and sharing their
thoughts. Pupils are sensitive to the needs of others and play well together.
They demonstrate empathy, concern and compassion. There are very good
relationships between the staff and pupils which are based on mutual respect
such that the behaviour and the attitudes of pupils are good.
The pupils' multi-cultural knowledge and understanding is clearly demonstrated
through the displays around the school. Assemblies encourage pupils to
celebrate their festivals and share their beliefs and experiences with others at
school. Concerts and performances throughout the year allow the pupils to
share their love of singing and music with their families.
Pupils are prepared well for their next stage in education. Many are awarded
scholarships to local preparatory schools.
Pupils say that they really enjoy school and are here to learn. Their view is
supported by the high attendance rate, their good behaviour and attitudes to
learning. Many pupils stay in touch with the school after they have left.
Pupils make a positive contribution to their community, but there are missed
opportunities for them to play a more significant role in the life of the school.
Welfare, health and safety of the pupils
Provision for the welfare, health and safety of children is good. All the children
are well known and well cared for. The school has a full range of policies and
practices that minimise the health and safety risks to pupils. Pupils are carefully
supervised at all times and are safeguarded around the school and on
educational trips and visits. Child protection procedures are robust.
Pupils demonstrate through discussion, that they understand and know how to
keep healthy and follow healthy lifestyles. The school provides very delicious,
nutritional hot lunches from organic materials. They are carefully prepared and
cooked on the premises by the school cook. Vegetarian alternatives are
available as are meals that comply with religious needs. Pupils say they are
great! Staff and inspectors agree.
The school meets its responsibilities to provide access to the school and the
curriculum for pupils who have disabilities.
Suitability of the proprietor and staff
The school undertakes the full range of checks to ensure the suitability of all
staff to work with children.
School’s premises and accommodation
The school is housed in what was a large private dwelling, this has been much
extended and incorporates an outdoor synthetic 'safe surface' all weather area
and several small grass areas. The school also has access to a nearby field for
outdoor games. The school has a continuous programme of refurbishment and
investment to improve facilities. Despite this, some of the corridors are in need
of redecoration. Classrooms are well organised and many have good displays of
pupils' work. There are also good quality displays around the school, for
example colourful pictures created on computers, portraits, and careful close
observation drawings. There is no appropriate accommodation for pupils who
may become ill during the course of the day. The school is aware of this.
Provision of information for parents, carers and others
The school provides a good range of information for parents, pupils, carers and
others on request. Communication between home and school is highly valued
by parents and the school. The information provided is accurate and up to date.
It is not completely clear to parents how they can contact the proprietors at all
times.
Procedures for handling complaints
The school’s complaints procedure meets all the requirements for registration.
The complaints procedures are clear and fair. A small minority of parents
indicated through the questionnaire that they are unaware of the complaints
procedure.
Compliance with regulatory requirements
The school meets all of the Education (Independent School Standards)
(England) Regulations 2003 as amended January 2005 with the exception of
those listed below.
The school does not meet all requirements in respect of the premises and
accommodation (standard 5) and must:
• provide appropriate facilities for pupils who are ill, in accordance with the
Education (School Premises) Regulations 1999 (paragraph 5(l)).
The school does not meet all requirements in respect of the provision of
information for parents, carers and others (standard 6) and must:
• provide particulars of how parents and others can contact the proprietors
at all times (paragraph 6(2)(b)).
What the school could do to improve further
While not required by the regulations, the school might wish to consider the
following points for development:
• have a more concise central record to demonstrate how good the quality
of education provided by the school is
• provide more opportunities for pupils to have a greater say in what goes
on in the school and to take on roles of greater responsibility
• share with pupils the next stages in their learning.