Downside Primary School

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils thrive at this school.

They make excellent progress from their starting points. This includes pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language.

Downside is a large and inclusive school where pupils are happy and feel safe.

Pupils fully understand the routines of the school day and the high expectations of them. They displa...y exemplary behaviour at all times.

In lessons, pupils listen very carefully to every instruction.

They work hard and try their best at all times. They learn exceptionally well because teachers explain things clearly and ensure expectations are high.

Lots of pupils join and leave the school during the school year.

New pupils are immediately and warmly welcomed into the 'Downside family'. Each class elects a 'Class Ambassador' who takes the lead in supporting any new arrivals.

There are a wide range of after-school clubs like football and choir.

A range of trips, visits and experiences extend and enhance the curriculum. For example, pupils visit a range of places of worship and a variety of faith leaders visit them. As a result, they have lots of knowledge about different religions.

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

The school has developed a curriculum that is ambitious and ensures pupils excel across the full range of subjects. Staff receive high-quality training to ensure they are expert in all areas. Pupils achieve exceptionally well because the school consistently sets the very highest expectations.

Teachers check pupils' understanding methodically. Pupils respond immediately to any guidance they are given. This helps them embed and deepen their learning.

Pupils take pride in the presentation of their work, which reflects the impact of the school's very high expectations.

Learning to read and learning to love reading are central to the curriculum. The school has adopted a well-sequenced phonics programme.

Children learn quickly the sounds they need to know, regardless of when they join the school. Leaders provide training so that staff ensure pupils learn their phonics very effectively and consistently. Staff use checks to identify swiftly anyone falling behind in reading.

This includes any older pupils who may not know all of their sounds.

There is no complacency from the school. Leaders think carefully about how they can continue to develop the curriculum.

For example, in English, they have revisited the reading curriculum for older pupils to ensure they read challenging, classical texts, such as Oliver Twist. This has improved older pupils' attainment in reading.

In Reception, children get off to a flying start.

There are very high expectations. This supports children to learn the routines of the school day. Children quickly pick up the excellent learning behaviours, which are a feature of the school.

For example, all children access their writing equipment independently during phonics lessons. Children start to learn to read immediately and apply their phonics knowledge to early writing. This leads to them being well prepared for Year 1.

They sustain concentration when learning and cooperate well with each other.

The school has transformed the culture of attendance. Swift and personalised actions are taken when required.

As a result, pupils attend regularly, and persistent absence is rare.

There are unwaveringly high expectations for pupils with SEND. They access the same curriculum as their classmates.

The school builds their confidence and independence effectively. Teachers make appropriate adaptations to meet pupils' individual needs. As a result, pupils with SEND make exceptional progress with their learning.

Pupils feel secure and happy when at school. They listen attentively to their teachers and follow instructions without hesitation. A calm and purposeful atmosphere can be felt throughout the school.

Pupils are focused and engaged in lessons at all times. They are motivated learners. They share and take turns with their peers without adult support.

The school promotes pupils' personal development very well. Leaders think deeply about the cultural and social experiences they want pupils to have. These are woven throughout the curriculum.

For example, a range of local visits across every year group expand the horizons and experiences of pupils considerably.

Governors are knowledgeable and diligent in the actions they take. They support and challenge the school effectively because they know the school well and use this to ask pertinent questions.

They manage the school resources carefully. Staff are appreciative of the way leaders take careful account of their workload.

Safeguarding

The arrangements for safeguarding are effective.

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 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 first ungraded inspection since we judged the school to be good for overall effectiveness in January 2019.

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