Downs View Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love being immersed in learning during their time at Downs View. Staff create opportunities to fire pupils' imagination, especially in early years.

Pupils make use of well-chosen resources such as class 'treasure chests' of interesting books. These help to engage and inspire pupils to learn.

Leaders have ambitious aims for what pupils should learn and achieve.

These aims are fulfilled in many areas of the curriculum, and particularly in early years. This is because staff know their pupils' starting points and where they need to get to. This includes pupils with special educational needs and/or disabilities (SEND), who receive highly effective support.<...br/>
All pupils access opportunities which extend and enrich their learning. These include visiting livestock at a local farm or making and flying their own kites.

Pupils enjoy the calm and purposeful learning environment.

They are highly respectful of others and contribute to this ethos throughout the school. For example, pupils help to create 'class charters', which set out how they should behave. Pupils can become 'play buddies' to help make sure that games and spaces are shared during breaktimes.

In early years, children know exactly what is expected of them thanks to clear routines. This helps to give them the strongest possible start to their time in school.

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

The school enables all pupils to learn to read fluently and confidently.

Children in Reception learn how to identify sounds and decode words accurately. They extend their vocabulary thanks to skilful input from staff. Weaker readers are given additional support to help them catch up quickly.

Alongside this, leaders promote a love of reading throughout the school. The strength of provision for early reading gives a secure foundation for pupils' further learning.

The school sets out what pupils will learn in a well-structured sequence.

In art and design, for example, children in early years explore a variety of ways to express their ideas. As they move through key stage 1, pupils then consider how and why artists have used these techniques themselves. Teachers provide clear and detailed explanations for pupils.

They break down important ideas so pupils understand them clearly. For instance, in early years staff use puppets to help children understand 'greater than' and 'less than'.

Teachers use assessment to clarify what pupils understand.

This enables them to set out specific next steps for pupils to work on. This also helps the school to identify the needs of pupils with SEND early, and to ensure that pupils' needs are met well. Staff provide clear feedback for pupils and are quick to address misconceptions.

Overall, pupils achieve well. Disadvantaged pupils achieve more highly than published outcome data suggests. In many areas of the curriculum, pupils complete tasks which move them towards ambitious learning goals.

However, in a few areas of the curriculum, the work that teachers provide is not always fully aligned with these aims. This means that pupils do not develop their learning to the same consistently high standards throughout the curriculum.

Pupils are highly motivated to learn.

Staff support this by awarding 'green cards' for pupils who live up to the school's values. When they are learning, pupils show determination and relentlessly positive attitudes. As a result, pupils' excellent behaviour supports the climate for learning.

Attendance is a high priority within the school. Leaders work closely with families to understand and resolve barriers to high attendance. They take effective action to reduce absence, particularly for disadvantaged pupils.

The school plans for pupils' wider education in the same depth and detail as in the academic curriculum. Leaders have constructed a programme which enhances all aspects of pupils' broader learning. In early years, turn-taking and sharing activities support children's social development palpably.

Staff help children to understand the language of emotions. This enables them to express themselves clearly. The school also helps pupils to develop perseverance and curiosity.

Pupils benefit from extensive opportunities to expand their cultural horizons. Visits, such as to the theatre, support this strongly. Leaders also ensure that all pupils take advantage of the opportunities on offer.

Pupils learn how to keep themselves safe and to manage their emotions. They are taught about British values and the diversity of modern society. As a result, they are as committed to tolerance and inclusivity as the staff are.

Leaders and governors make sure that staff feel valued and respected. Professional development contributes to teachers' expertise in the classroom. Leaders also make thoughtful consideration of workload pressures on staff.

Governors support and challenge leaders in setting the school's ethos and direction. Parents are very positive about the school. Their feedback highlighted how much they appreciate the 'caring and nurturing environment'.

The school provides purposeful support for parents. This includes early years workshops and shared play sessions to ensure that children get off to the best possible start.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The work given to pupils does not always enable them to meet the high ambitions set out in the curriculum. As a result, some pupils do not consistently develop their knowledge and skills as strongly as they could over time and across the curriculum. Leaders should ensure that the work teachers set is consistently aligned with the exceptional aspirations that the curriculum entails.

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