Doncaster School for the Deaf
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school
PUPILS
30
AGES
4 - 19
GENDER
Mixed
TYPE
Non-maintained special school

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(15/5/18)
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

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91%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

Small Data Set
NATIONAL AVG. 8.2%
Persistent Absence
21.4%
NATIONAL AVG. 21.2%
Pupils first language
not English
43.3%
NATIONAL AVG. 16.8%
Free school meals
Leger Way
Doncaster
DN2 6AY
01302386733

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are a dedicated and committed school leader and you have successfully kept the school as a safe and welcoming place for your pupils and their families. Your staff team is highly skilled and motivated in providing the best possible experiences for pupils. Staff understanding and use of British Sign Language (BSL) to engage and communicate with your pupils provides opportunities for pupils to access the full curriculum. Staff are proud to work at the school and you support them well. High-quality teaching, learning and assessment are accelerating the progress of current pupils. Teachers plan exciting and interesting activities in lessons and highquality resources are used to stimulate and engage pupils. Teachers know pupils very well and adapt their teaching skilfully to meet pupils’ individual needs. All staff use questioning well and the pace of learning in lessons contributes to securing pupils’ concentration in lessons. Staff have high expectations and provide appropriate challenge to pupils throughout the lessons. This challenge extends knowledge and helps pupils progress well. Pupils thrive at your school. They enjoy coming to school each day and their delight and enjoyment in their learning is clear to see. They are happy and feel safe. They enjoy the varied enrichment opportunities that you offer to them and understand that these experiences prepare them for dealing with life outside school. Pupils are polite, respectful, courteous and welcoming to visitors. They are proud of their school. The school environment is secure and very well looked after. There are a range of exciting opportunities for play and exploration of outside areas. The way in which pupils move around school is calm and lunchtimes are harmonious, with positive interaction between younger and older pupils. Safeguarding is effective. The leadership team, with governors, ensures that all arrangements to safeguard pupils and keep them safe are effective and fit for purpose. The importance that you and governors give to keeping every pupil safe generates a culture of safeguarding, seen in the vigilance and actions of your staff. Leaders ensure that all relevant checks that are required for those working with children are in place. Staff receive regular and effective training and are up to date with current legislation. They are clear and confident on procedures they must follow if they have any concerns. You ensure that pupils learn about their safety and risks to their well-being. You prioritise internet safety, recognising the frequent use of technology by your pupils. Pupils know how important it is to keep personal details safe. They understand the importance of reporting any inappropriate incidents that occur. Parents feel that their children are safe in school. The culture of keeping pupils safe and putting them at the heart of the school community is very evident. Inspection findings Improved attainment and progress is due to high-quality teaching, which is reflected in school data. Teachers use assessment accurately to monitor pupils’ progress. Pupils respond well to the regular challenges that teachers provide. Highly skilled teaching assistants enable pupils to receive close and effective guidance during lessons. All staff have high expectations of pupils and use effective strategies to support them. Teachers and teaching assistants use a wide range of questioning techniques to test and challenge pupils. Relationships between staff and pupils are exemplary. Staff know and understand each pupil and respond to their individual needs successfully. Pupils trust and respect staff and are secure that they will provide support when necessary. Pupils make strong progress from their starting points, particularly younger pupils who may arrive at the school after prolonged periods out of education. Staff quickly and accurately assess pupils and provide any additional support required. This may involve the teaching of BSL to a recognisable level or by encouraging acceptance and importance of their special educational needs. The school has valuable data to reflect individual pupil attendance. Leaders are rigorous in ensuring that all pupils attend school each day. You understand the need for frequent medical appointments for some pupils and support them with.

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
01302 737204

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

Doncaster School for the Deaf Reviews


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