Downland School

Highlights from Latest Inspection

Outcome

Downland School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

The welfare of pupils and their families is at the heart of Downland.

The school provides a calm and nurturing environment where pupils attend regularly. Many pupils have arrived from disrupted placements elsewhere. They describe how the school has a 'fresh start culture.'

Pupils appreciate how staff see beyond their special educational needs and/or disabilities (SEND), which allows them to flourish.

Pupils experience success because staff understand the individual needs of pupils well and have high expectations of the...m. They place high importance on the curriculum, which includes an individualised therapeutic approach.

The school weaves the core skills of reading, writing and mathematics throughout the curriculum. However, the school is aware that pupils are not yet able to demonstrate their knowledge in their written work across other subjects.

The school has high expectations for pupils' behaviour.

Pupils and staff follow the school's approach to behaviour known as the 'Downland Way.' As a result, pupils behave well in lessons and in social situations. When pupils struggle with their emotions, staff take effective and supportive action, enabling pupils to re-engage with their learning quickly.

Pupils know they have a voice. Excellent pastoral support and positive relationships with adults mean pupils feel valued.

What does the school do well and what does it need to do better?

The school's aim for pupils to 'aspire, achieve and thrive' shines through.

Everything the school does is about supporting pupils to realise their potential. It has high expectations of pupils. Pupils do their best and achieve well from often low starting points.

They show positive attitudes towards their learning and strive to overcome the challenges they face. The school focuses on ensuring that pupils gain the necessary knowledge in reading, writing and mathematics in preparation for their next steps in college or work. For example, pupils were able to use their mathematical knowledge of decimals to calculate temperatures in their science work.

Pupils work towards a range of qualifications, including GCSEs in English and mathematics, and achieve success. However, the school recognises that although pupils are fluent readers and are able to write, they are reluctant writers beyond the English curriculum. This means that pupils do not always demonstrate the knowledge they have gained in their written work.

Personal, social, health and economic (PSHE) education is planned carefully. Pupils gain the knowledge they need to lead healthy and successful lives. For example, pupils talk with confidence about the importance of budgeting and personal hygiene.

The school welcomes visitors such as the police to discuss, with pupils, a range of dangers that they may face within their lives. This provides pupils with important information on how to keep themselves safe.

The school's work to develop pupils' personal development is a priority.

It provides pupils with rich developmental experiences, such as the residential trip to museums in London and open water swimming. Pupils speak positively regarding the wealth of enrichment opportunities such as sailing, dungeon and dragons and sports. Pupils who participate in the Duke of Edinburgh awards scheme talk with enthusiasm about planning their expeditions.

Such opportunities develop pupils' perseverance, resilience and leadership skills. Pupils relish the roles and responsibilities afforded to them. These include being school councillors and active participants in the recruitment process on staff appointments.

The school provides helpful careers guidance to prepare pupils in their next steps. It does not put a ceiling on pupils' aspirations. Pupils successfully go on to college, apprenticeships or into the world of work.

The school is proactive in finding out what pupils and families need and how best to provide it. The school promotes positive mental health across the community and offers effective support and guidance to those who need it.

Leaders, including governors, have a detailed knowledge of the impact of the school's work.

Governors hold the school firmly to account for the quality of education and care pupils receive. Staff are extremely proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Writing is not well developed across the curriculum as pupils are not always given sufficient opportunities to write at length. As a result, pupils do not fully demonstrate what they have learned in their written work. The school should take action to ensure that pupils develop their writing across all areas of the curriculum.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in October 2014.

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