Ofsted conducted a short inspection of The Disraeli School and Children’s Centre on 6 March 2019, following its previous judgment of good in February 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, including co-headteachers Jo Gowers and Jo Pikulski, has effectively worked with governors to prepare for the school’s transition to a three-form entry primary school by September 2020. The leadership changes have fostered a talented staff team that aligns with the vision of learning as a journey rather than a race.
A notable strength of the leadership is the development of potential leaders within the school, empowering them to take on various roles. This collaborative environment encourages teachers to share ideas and learn from one another, contributing to a culture of motivation and ambition among staff. The school provides a welcoming and safe learning environment, with bright classrooms and stimulating displays that enhance the educational experience. Parents express high satisfaction with the school, highlighting their children’s enthusiasm for learning.
Pupils enjoy their time at school, appreciating the fun and engaging learning experiences provided by their teachers. They value the inclusive ethos and the respect for diverse cultures and beliefs. The school’s values are well understood by pupils, contributing to their positive attitudes and exemplary behavior. The leadership team has a clear understanding of the school’s strengths and areas for improvement, supported by an ambitious development plan that has already led to improved outcomes for pupils.
Over the past three years, pupils have made good progress in reading, writing, and mathematics, with attainment levels now broadly in line with national averages. However, the leadership acknowledges that not all groups of pupils achieve as well as they could, and steps are being taken to address this. The quality of teaching has improved, with most teachers effectively using progress information to plan lessons. Nonetheless, there are instances where not all teachers provide appropriately challenging work for all pupils.
Safeguarding measures are robust, with governors emphasizing its importance throughout the school. All staff undergo thorough checks, and there are clear procedures for reporting concerns about pupil safety. Pupils feel secure and well cared for, reporting that bullying is not an issue at the school.
The inspection also focused on how well the school has closed the achievement gap for different pupil groups. Historically, boys, disadvantaged pupils, and those with special educational needs have not made as much progress. The school has implemented additional support to help these pupils overcome barriers to learning, resulting in increased confidence and improved outcomes.
Teaching is generally engaging, with teachers skilled in prompting pupils to explain their thinking. Pupils respond positively to feedback, viewing mistakes as opportunities for improvement. However, there are occasions when the work provided does not challenge the most able pupils sufficiently or offer enough support for lower-attaining pupils.
The curriculum is designed to promote positive attitudes and resilience, linking closely with the school’s values. It encourages pupils to reflect on moral and social issues, fostering a respectful understanding of diverse beliefs. The curriculum is enriched by visits to historical sites, enhancing pupils’ understanding of their heritage.
Moving forward, leaders should ensure that all teachers provide appropriately challenging work for all pupils and offer practical resources to support learning effectively.
