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  • Cirencester Deer Park School
    Stroud Road
    Cirencester
    Gloucestershire
    GL7 1XB
  • Head: Ms Henson
  • T 01285 653447
  • F 01285 640669
  • E [email protected]
  • W www.deerparkschool.net
  • A state school for boys and girls aged from 11 to 16.
  • Boarding: No
  • Local authority: Gloucestershire
  • Pupils: 938
  • Religion: Non-denominational
  • Open days: Late September
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 16th May 2017
    • 2 Full inspection 21st June 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Outstanding on 13th May 2010
  • Ofsted report: View the Ofsted report

What says..

Big focus on applied and independent learning: we saw a drama lesson where pupils were being gently prompted to evaluate and improve their own performance. In a science lesson pupils were using computers for research, learning about reliable sources - ‘We’re taught that books are often the most reliable,’ said our guide. A fascinating palimpsest of every change of government and educational dogma since the 1960s. Became a technology college in the early 1990s – a smart move resulting in generous provision of PCs. In place of a motto has a rather gnomic phrase beneath its name: ‘More than a visible curriculum’. It may not be catchy, but the key words here are ‘more than’...

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What the school says...

Converted to an academy 2011.

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What The Good Schools Guide says

Head

Since 2003, Chiquita Henson. Read English at Sheffield, PGCE at Bristol. Has taught here since 1989 and was deputy head from 1994. Friendly, open and very professional, she was described by a pupil as ‘not scary but she gets respect’. Just managing the school’s awards and status changes must be a full-time job, but she teaches the occasional lesson and goes on a weekly ‘learning walk’ where, unannounced, she observes teaching and ‘feeds back to staff’. Beyond school she is involved in consultancy, initial teacher training and is trustee of a local educational charity. When asked what makes a good teacher she opts for ‘vocation and inspiration, people who give their knowledge but also a little bit of themselves’. Seems to give Deer Park considerably more than a little of herself - parents praise...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Cirencester Deer Park School provides a range of provision for pupils with special educational needs. We are a high achieving school and our value added work is testament to this. However our intake profile shows that on entry to the school we have a fully comprehensive population covering a range of abilities. The provision for SEN falls broadly into two categories: Learning Support and Inclusion Support. These fall under the responsibility of the Deputy Head: Pupil Services who is also responsible for the pastoral teams - Heads of Year, tutors etc. Learning Support: this area provides support for pupils with specific learning difficulties (e.g. dyslexia), general learning difficulties, autistic spectrum disorders, dyspraxia, etc. Our provision ranges from in-class support to withdrawal for targeted small groups. We have a LIFT (Learning in the Fast Track) programme in KS3 which gives an intensive literacy input to targeted pupils which is very successful. We offer alternative curriculum pathways to pupils at Key Stage 4 in order to match their learning needs. Inclusion Support: this area provides support for pupils with behavioural, emotional and social difficulties and involves intensive work, usually on a one to one basis with specialist staff who can offer counselling, behaviour modification, anger management and work on self awareness. The two areas are not mutually exclusive and work together, often with outside agencies, to ensure good provision for all pupils with special and differing needs at Deer Park. Nov 09.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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