Cirencester Deer Park School A GSG School
- Cirencester Deer Park School
Stroud Road
Cirencester
Gloucestershire
GL7 1XB - Head: Helen Charlesworth and Liz Lang
- 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: 1,015
- Religion: Non-denominational
- Open days: Virtual events available – see website
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 18th January 2023
- 2 Full inspection 20th 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.
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
‘I’ve got one child who finds learning easy, one who finds it incredibly hard and one in the middle – and they’ve all gone from strength to strength,’ said a parent. ‘They teach hundreds of kids but make every student feel special.’ It’s not uncommon for parents to choose CDP over the Stroud and Cheltenham grammars – the data shows pupils at the top end do just as well here. Others are attracted to breadth of the curriculum, which includes level 2 courses. The performing arts hook a lot of families in at open day. ‘We watched them do scenes from their last whole-school production of High School Musical and it completely wowed my boy – I watched his little face open up!’ said one mother. ‘Drama is everything to him and they offer it to a very high standard.’
What the school says...
Cirencester Deer Park School is a unique school. Visitors frequently tell us that there is a ‘buzz’, a sense of purpose and a distinctive ethos about the place. We agree. At Deer Park, we work tirelessly to help everyone to ‘be the best we can be every day.’ Our core values - trust, kindness, and determination - guide everything we do. ...Read more
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What The Good Schools Guide says
Co-headteachers
Since September 2024, co-headteachers Helen Charlesworth and Liz Lang, who were previously members of the school’s leadership team. We met them in their shared office, where even their clothes were co-ordinated (fuchsia scarf for one, fuchsia jacket for the other). The best bit is that it’s not a job share – both are full-time (affordable because there’s no deputy head). ‘We get double our money!’ said one delighted parent, with others saying they have ‘different strengths and work really well together’.
Ms Charlesworth was educated at Tavistock College, with a degree in biology and PGCE from Bath and a master’s in inclusive education from University of Gloucestershire. She has only ever worked in this school, having joined in 2000 as a maths and science teacher. Ms Lang attended the...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
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
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
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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