Deykin Avenue Junior and Infant School in Birmingham underwent an inspection on March 21 and 22, 2023, resulting in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes, personal development, and early years provision were deemed to require improvement. Leadership and management were rated inadequate, reflecting systemic weaknesses that have persisted over time. The previous inspection in October 2020 had already identified the school as requiring improvement.
The inspection revealed that leaders at the school do not maintain high expectations for all pupils. Teachers and support staff lack awareness of the specific needs of pupils with special educational needs and disabilities, which hinders the progress of these students. Although pupils feel safe and understand the unacceptability of bullying and racism, inconsistent behavior management by some staff leads to disruptions in learning for certain pupils.
In the early years, children enjoy listening to stories and learning to read, but teachers do not effectively support the development of early language skills. This lack of coherent support slows their progress. Parents and carers engage positively with the school, appreciating the pastoral support provided. The school has successfully raised funds in response to global events, demonstrating a commitment to social responsibility.
Despite some positive aspects, such as the interim headteacher's focus on improving early reading and phonics instruction, the overall curriculum lacks clear aims and expectations. Leadership in most subjects is underdeveloped, preventing teachers from delivering a well-planned curriculum that builds on pupils' knowledge. Consequently, pupils struggle to remember what they have learned and do not deepen their understanding of subjects.
Teachers often lack clarity regarding the learning objectives in various subjects, and there is insufficient attention to the smaller components of learning necessary for completing more complex tasks. This results in a fragmented educational experience for pupils. While the interim headteacher has made strides in enhancing phonics instruction, the overall curriculum still requires significant improvement.
Children in the early years are settled but do not have enough opportunities to explore their environment, which limits their fine motor skills and vocabulary development. Leaders are aware of these shortcomings and have begun to address them. However, the identification and support for pupils with special educational needs remain inadequate, as teachers lack the necessary knowledge to adapt activities effectively.
Most pupils exhibit appropriate behavior and show a desire to succeed, but instances of poor behavior disrupt learning in some classrooms. The personal, social, and health education curriculum lacks coherence, although pupils are taught about online safety and kindness. Leaders recognize the need to improve attendance and are working with families to address low attendance rates, but the impact of these efforts is still emerging.
Staff generally enjoy working at the school and feel supported by their colleagues. Governors have started to implement changes to address weaknesses, including appointing an interim headteacher who has quickly identified necessary improvements. However, the impact of these changes will take time to manifest, and pupils are currently not receiving the quality of education they deserve.
The safeguarding arrangements at the school are effective, with clear systems in place to identify vulnerable pupils and report concerns. Staff receive regular training on safeguarding issues, ensuring they are knowledgeable about potential risks to children. Leaders follow safe recruitment protocols diligently and have established effective procedures for managing safeguarding concerns.
To improve, the school must ensure that the curriculum is well-planned and sequenced, enabling pupils to build on their learning effectively. Urgent action is needed to enhance support for pupils with special educational needs and to ensure consistent behavior management across all classrooms. Leaders must also address the systemic weaknesses that have hindered progress and ensure that early years provision allows children to explore and develop their language skills adequately.
