Downs Junior School

Unique Reference Number 114366 Local Authority Brighton and Hove Inspection number 357525 Inspection dates 15–16 March 2011 Reporting inspector Andrew Saunders

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Type of school Primary School category Community Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 508 Appropriate authority The governing body Chair Martin Cross Headteacher John Vousden Date of previous school inspection 8 July 2008 School address Rugby Road Brighton BN1 6ED Telephone number 01273 558422 Fax number 01273 330769 Email address office@downsjun.brighton-hove.sch.uk

p.1

Age group 7–11 Inspection dates 15–16 March 2011 Inspection number 357525 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.1

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.2

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out by four additional inspectors. Inspectors observed 22 lessons taught by 18 teachers. They held meetings with senior leaders, groups of pupils, staff and members of the governing body, and spoke to pupils and parents and carers informally. They looked at pupils' work, the school's tracking of pupils' progress, school policies and procedures, school leaders' monitoring of teaching and learning, minutes from meetings and the questionnaires received from 188 parents and carers, as well as responses from staff and pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The progress of pupils, particularly less-able girls, and whether this shows that the rise in attainment has been sustained.  The provision for pupils with special educational needs and/or disabilities, and whether this enables them to make better than average progress.

p.3

Introduction

 The effectiveness of the school's strategies to address the recent decline in attendance.  The effectiveness of leaders at all levels in bringing about improvements to increase progress further.

p.3

Information about the school

Downs Junior School is a larger than average primary school. There are more girls than boys. The proportion of pupils known to be eligible for free school meals is below average. The percentage of pupils from minority-ethnic heritages is below average; very few pupils speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is average. These pupils include those with: specific, moderate and severe learning difficulties; behavioural, emotional and social difficulties; speech, language and communication difficulties; and autistic spectrum disorder. Among the many awards the school has gained, it has been recognised for its work in the arts by the Arts Mark gold award, and has gained the Basic Skills award. There is a breakfast and after- school club on the site, which is run by a different organisation; this was subject to a separate inspection.

p.3

Information about the school

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.4

Main findings

This is an outstanding school. The senior leadership team has ensured that an impressive curriculum and good teaching continue to raise attainment. Adults in the school are highly dedicated to ensuring that the pupils receive the best possible care, guidance and support. As a result, pupils develop into mature, confident young people, well prepared for the next stage of their learning.  By the end of Year 6, attainment is high and, from pupils' above average starting points, this represents good progress.  The curriculum is well thought out to meet the needs of pupils and provides exciting and innovative opportunities for learning. For example the 'mantle of the expert' approach is used for a range of topics, where staff, pupils or visitors take on the role of an expert within an area of learning. Staff work hard to make all the learning realistic and purposeful. Pupils particularly enjoy the themed weeks, for example

p.4

Main findings

each class looking at a particular country.  Alongside the good teaching, this means that pupils thoroughly enjoy their learning. In most lessons seen, pupils made good progress. Occasionally, progress slowed when teaching was not as strong as usual, or when pupils were unsure of what they need to do to reach the next level of their learning. In the best practice, older pupils regularly reviewed their work and evaluated their progress towards appropriate targets, but this is not always as evident for younger pupils.  Pupils with special educational needs and/or disabilities receive support, which is carefully adapted to their needs, through a wide range of strategies, including through highly effective partnerships which the school has developed. The effectiveness of these strategies is accurately monitored and evaluated. As a result, these pupils make good progress.  The headteacher ensures that the care, guidance and support for pupils are given

p.4

Main findings

the highest priority, and that adults are well informed about the individual circumstances of pupils.  The wide range of opportunities to take on responsibilities and the impressive impact they have had mean that the pupils' contribution to the community is outstanding. They are proud to be part of their school and their enthusiastic contribution makes it a vibrant learning community.  Behaviour is exemplary. Pupils get along harmoniously across ages and wide-ranging backgrounds. As a pupil said, 'There are lots of friends and everyone is kind.' Pupils feel particularly safe, and know how to keep themselves safe, for example on the internet. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.4

Main findings

 Parents and carers recognise the excellent care, guidance and support the staff give to pupils. As one parent indicated, 'All of the teachers are very caring and committed; they work very hard for our children.' Another parent said, 'Being at this school has boosted my child's confidence immeasurably.'  The accurate view of senior leaders about the school's work, improvements brought about since the last inspection, including the rise in attainment and increased attendance, mean that the school has good capacity to bring about further improvements.

p.5

What does the school need to do to improve further?

 Increase the rate of progress for pupils in Years 3, 4 and 5, so that they can reach even higher attainment by the end of Year 6, by: increasing the proportion of outstanding teaching ensuring all pupils receive clear indications of the precise steps they need to take to reach the next level of learning involving pupils more in reviewing their progress towards their targets.

p.5

Outcomes for individuals and groups of pupils 1

Pupils are enthusiastic and confident learners because the teachers make lessons interesting and the tasks pupils are given to do are realistic and well matched to their skills and abilities. For example, Year 5 pupils enjoyed the challenge of working out the areas of complex shapes while designing an Olympic stadium. Pupils are encouraged to develop their independence, and this helps them make good progress in lessons, so that by the end of Year 6, their attainment is high. Overall, from above average starting points, pupils make good progress and their achievement is outstanding. Boys and girls of all abilities made similar progress. Pupils enjoy being at school because there are many activities to participate in and, as a result, attendance has improved and is now high. Those who are particularly talented in various areas are identified and given additional challenge and opportunities to ensure they make good progress. For example, in Year 6 more able pupils played the role of the

p.5

Outcomes for individuals and groups of pupils 1

'experts' in a murder mystery, supporting their team in deciphering mathematical problems to solve the crime. Support for those with speech, language and communication difficulties is underpinned by well-trained staff and outside partners, so that these pupils are helped to overcome their difficulties and make good progress. Pupils who have behavioural, emotional and social difficulties are particularly well supported through a range of strong partnerships and impressive arrangements within the school. For example, they can chat to a counsellor or the learning mentor. The 'yellow coats' or peer mediators play a very positive role in helping pupils to get along so well. As a result, they almost always behave well, and respond readily to reminders about what is expected of them. Pupils say that any incidents are dealt with quickly and that they feel very safe at school, because they know that adults care a great deal for them. Along with the 'blue and yellow

p.5

Outcomes for individuals and groups of pupils 1

coats', the eco-club, school council and opting to learn sign language, pupils make a strongly felt contribution to the school and local community. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.5

Outcomes for individuals and groups of pupils 1

Through the work associated with the national awards, the development of strong basic literacy and numeracy skills across the curriculum, pupils develop excellent skills in information and communication technology. This work is carefully planned and impressive resources are well used. For example, pupils enjoyed learning how to control robots, and filmed and edited an impressive video for their assembly. Pupils particularly like participating in enterprise opportunities, such as the Year 6 businesses that are set up at the end of the year, which develop teamwork and are a powerful culmination of all their other skills. Pupils have good opportunities to develop their moral and social understanding, for example considering and expressing views about moral issues. The breadth of musical and artistic opportunities enables them to develop in cultural areas. The specialist music provision and instrumental tuition engages pupils and enables some

p.6

Outcomes for individuals and groups of pupils 1

to excel. Through its promotion of high quality artistic experiences, the school has gained the Arts Mark gold award. Pupils learn about a range of religions, for example in an assembly about Islam, delivered by a parent, although there are missed opportunities to reflect more deeply and personally about spiritual matters, and to develop their understanding of their own heritage.

p.6

Outcomes for individuals and groups of pupils 1

These are the grades for pupils' outcomes

p.6

Outcomes for individuals and groups of pupils 1

Pupils' achievement and the extent to which they enjoy their learning 1

p.6

Outcomes for individuals and groups of pupils 1

Taking into account: Pupils' attainment¹

p.6

Outcomes for individuals and groups of pupils 1

The quality of pupils' learning and their progress 2

p.6

Outcomes for individuals and groups of pupils 1

The quality of learning for pupils with special educational needs and/or disabilities and their progress

p.6

Outcomes for individuals and groups of pupils 1

The extent to which pupils adopt healthy lifestyles 2

p.6

Outcomes for individuals and groups of pupils 1

The extent to which pupils contribute to the school and wider community 1

p.6

Outcomes for individuals and groups of pupils 1

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

p.6

Outcomes for individuals and groups of pupils 1

Taking into account: Pupils' attendance¹

p.6

Outcomes for individuals and groups of pupils 1

The extent of pupils' spiritual, moral, social and cultural development 2

p.6

Outcomes for individuals and groups of pupils 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

p.6

How effective is the provision?

Pupils are enthusiastic and confident learners because the teachers make lessons interesting and the tasks pupils are given to do are realistic and well matched to their skills Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.6

How effective is the provision?

and abilities. For example, Year 5 pupils enjoyed the challenge of working out the areas of complex shapes while designing an Olympic stadium. Pupils are encouraged to develop their independence, and this helps them make good progress in lessons, so that by the end of Year 6, their attainment is high. Overall, from above average starting points, pupils make good progress and their achievement is outstanding. Boys and girls of all abilities made similar progress. Pupils enjoy being at school because there are many activities to participate in and, as a result, attendance has improved and is now high. Those who are particularly talented in various areas are identified and given additional challenge and opportunities to ensure they make good progress. For example, in Year 6 more able pupils played the role of the 'experts' in a murder mystery, supporting their team in deciphering mathematical problems to solve the crime. Support for those with speech, language and communication

p.7

How effective is the provision?

difficulties is underpinned by well-trained staff and outside partners, so that these pupils are helped to overcome their difficulties and make good progress. Pupils who have behavioural, emotional and social difficulties are particularly well supported through a range of strong partnerships and impressive arrangements within the school. For example, they can chat to a counsellor or the learning mentor. The 'yellow coats' or peer mediators play a very positive role in helping pupils to get along so well. As a result, they almost always behave well, and respond readily to reminders about what is expected of them. Pupils say that any incidents are dealt with quickly and that they feel very safe at school, because they know that adults care a great deal for them. Along with the 'blue and yellow coats', the eco-club, school council and opting to learn sign language, pupils make a strongly felt contribution to the school and local community.

p.7

How effective is the provision?

Through the work associated with the national awards, the development of strong basic literacy and numeracy skills across the curriculum, pupils develop excellent skills in information and communication technology. This work is carefully planned and impressive resources are well used. For example, pupils enjoyed learning how to control robots, and filmed and edited an impressive video for their assembly. Pupils particularly like participating in enterprise opportunities, such as the Year 6 businesses that are set up at the end of the year, which develop teamwork and are a powerful culmination of all their other skills. Pupils have good opportunities to develop their moral and social understanding, for example considering and expressing views about moral issues. The breadth of musical and artistic opportunities enables them to develop in cultural areas. The specialist music provision and instrumental tuition engages pupils and enables some

p.7

How effective is the provision?

to excel. Through its promotion of high quality artistic experiences, the school has gained the Arts Mark gold award. Pupils learn about a range of religions, for example in an assembly about Islam, delivered by a parent, although there are missed opportunities to reflect more deeply and personally about spiritual matters, and to develop their understanding of their own heritage. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.7

How effective is the provision?

These are the grades for the quality of provision

p.8

How effective is the provision?

Taking into account: The use of assessment to support learning

p.8

How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

p.8

How effective is the provision?

The effectiveness of care, guidance and support 1

p.8

How effective are leadership and management?

Leaders and managers have an accurate view of the strengths and areas for development within the school. Together, they have ensured that improvements have continued since the last inspection, and that ambitious targets for pupils' attainment have been met. As a result, adults are united in their high expectations and there is good capacity for sustaining further improvement. Systems to track the progress of pupils are well embedded and used to identify any pupils who might not be doing as well as they should. This leads to appropriate support so that pupils make good progress. This support is strengthened by the excellent partnerships the school has actively cultivated, which are highly effective in making sure pupils' well-being is nurtured, particularly for pupils who are vulnerable. Partnerships enhance pupils' learning beyond the school. For example, strong links with local secondary schools have helped to overcome the limitations of the

p.8

How effective are leadership and management?

school site, particularly in physical education, by allowing opportunities for outdoor exercise. The school ensures that every pupil has an equal chance to learn. They rigorously tackle any discrimination. Senior and middle leaders guide staff so that equality of opportunity and inclusion are effective. Parents and carers regularly receive helpful information about how well their children are doing, although a few indicated that they would like more information. Safeguarding routines are robust and the required policies and procedures are in place. At the time of the inspection, these met government requirements. Training is kept up to date so that staff are well informed. Members of the governing body are knowledgeable and bring considerable expertise and support to the school. They challenge the school where appropriate and ensure that the school provides excellent value for money. They fulfil their

p.8

How effective are leadership and management?

statutory duties well. The school promotes good community links, for example through the recent Remembrance Day event. Links with various schools around the world are highly effective and those with schools within the United Kingdom are developing along similar lines so that pupils have a wide appreciation of the range of cultures and beliefs of those who are different to themselves. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.8

How effective are leadership and management?

These are the grades for leadership and management

p.9

How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

p.9

How effective are leadership and management?

Taking into account: The leadership and management of teaching and learning

p.9

How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

p.9

How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 2

p.9

How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 1

p.9

How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

p.9

How effective are leadership and management?

The effectiveness of safeguarding procedures 2

p.9

How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 1

p.9

How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 1

p.9

Views of parents and carers

About 40% of parents and carers returned questionnaires. Almost all parents and carers agreed that the school keeps their children safe. The very large majority of parents and carers agreed with all the other statements. A very small minority were not as confident about some of the aspects in the questionnaire, notably whether their children's particular needs are met. Inspectors found that the care for pupils overall is outstanding and that pupils' needs are usually accurately known and well met. A very few parents and carers commented about the lack of communication with the school. Inspectors found that the school has established a good range of ways that parents and carers can communicate with the school but are considering ways of extending this further.

p.9

Responses from parents and carers to Ofsted's questionnaire

The inspection team received 188 completed questionnaires by the end of the on-site inspection. In total, there are 508 pupils registered at the school.

p.10

Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 93 49 81 43 9 5 3 2 The school keeps my child safe 103 55 81 43 1 1 0 0

p.10

Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 55 29 111 59 16 9 5 3

p.10

Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 62 33 101 54 19 10 3 2

p.10

Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 71 38 107 57 9 5 0 0

p.10

Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 59 31 107 57 16 9 0 0

p.10

Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 60 32 115 61 10 5 1 1

p.10

Responses from parents and carers to Ofsted's questionnaire

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 66 35 97 52 12 6 0 0

p.10

Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 55 29 102 54 26 14 4 2

p.10

Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 48 26 114 61 11 6 5 3

p.10

Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 44 23 111 59 19 10 2 1

p.10

Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 72 38 92 49 18 10 1 1

p.10

Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 83 44 90 48 11 6 0 0

p.10

Responses from parents and carers to Ofsted's questionnaire

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

p.10

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

p.11

Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

p.11

Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

p.11

Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

p.11

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

p.11

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.12

Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

p.12

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.12

Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

p.12

Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

p.12

Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

p.12

Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

p.12

Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

p.12

carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

p.13

Inspection of Downs Junior School, Brighton BN1 6ED

Thank you for welcoming us to your school and for talking to us so confidently. We enjoyed hearing about your work and were impressed with your enthusiasm for learning. We looked at many things in your school and have judged that it is outstanding. These are some of the things we were particularly impressed with.  By the end of Year 6 your attainment is high. This is because the curriculum includes interesting topics and experiences which you enjoy, and the teaching is almost always good. As a result, you make good progress and develop important skills in reading, writing and mathematics.  The headteacher has ensured that the adults care a great deal for you and that there is someone to talk to if you are worried. You said you feel very safe.  Those of you who find learning difficult, or have difficult things to overcome in your lives, receive helpful support so that you make good progress.  You get plenty of chances to take on responsibilities, and enjoy making your school

p.13

Inspection of Downs Junior School, Brighton BN1 6ED

a better place, for example by helping each other to play well, or by giving other pupils the chance to work things out when they disagree.  You have the chance to learn about pupils in other parts of the world, for example using your strong computer skills to email or speak to them by video.  The behaviour of almost all of you is fantastic, because you know what is expected of you and you remind each other about this. Even though you attend an outstanding school, we know that the headteacher and all staff are determined to make it even better. We have asked the school to help you make even more progress, particularly in Years 3, 4 and 5. They need to do this by:  making teaching even better  giving you more information about exactly what you need to do to reach the next level of your learning  giving you opportunities to think about your progress towards your targets. Most importantly, you can be very proud of the part you play in making your school such

p.13

Inspection of Downs Junior School, Brighton BN1 6ED

an exciting, friendly place to learn. We wish you every success for the future.

p.13

Inspection of Downs Junior School, Brighton BN1 6ED

Andrew Saunders Lead inspector out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.13