Downham Market Academy

Inspection of Downham Market Academy Bexwell Road, Downham Market, Norfolk PE38 9LL

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 26 and 27 April 2022

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What is it like to attend this school?

Pupils agree that Downham Market Academy has improved considerably. They feel safe, more secure and happier. Pupils praise how their teachers take care of them. They know that there is always someone to talk to if they have a problem.

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What is it like to attend this school?

Behaviour is good. Pupils usually participate enthusiastically in class. They work well in groups and independently. Most pupils say that teachers deal with less positive behaviours well. Most pupils say they have never been bullied. They know that if it happens, teachers resolve bullying quickly. Students in the sixth form are mature, articulate and respectful.

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What is it like to attend this school?

Pupils enjoy learning. They appreciate their teachers. This is because teachers plan effectively, which helps pupils to learn well.

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What is it like to attend this school?

Pupils are positive about the many clubs and other activities they attend. Sixth-form students feel very well supported. They receive the guidance they need to make appropriate choices about the future.

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What is it like to attend this school?

Pupils say life at the school was not always like this but now things are much better. Most parents agree and many more want their children to go to Downham Market Academy.

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better?

Leaders and the Eastern Learning Alliance Trust (the trust) have worked together to provide an ambitious and broad curriculum. Leaders ensure that teachers are specialists in their subjects. As a result, teachers have strong subject knowledge.

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better?

Leaders carefully choose the knowledge they want pupils to acquire. They break learning down into small steps. This helps all pupils, including those with special educational needs and/or disabilities (SEND), to learn well. Teachers often present new knowledge clearly and ensure that it builds on previous learning. Therefore, by the time students are in the sixth form, they demonstrate a deep understanding of complex ideas. They can also use many sources of knowledge to support their views and arguments.

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better?

Teachers frequently check how well pupils are learning. This helps pupils recall knowledge better and enables teachers to spot any misunderstandings and mistakes. Teachers provide pupils with support to help them improve further.

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better?

Leaders identify needs of pupils with SEND accurately. Leaders ensure that teachers apply precise strategies to help these pupils access the curriculum. Teachers break learning into even smaller stages and ensure pupils receive more practice at what they have learned. A small number of pupils attend alternative provision off site. Leaders review how this is appropriate to pupils’ needs. 26 and 27 April 2022

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Leaders emphasise the importance of reading throughout the curriculum. Pupils say they love reading. They enjoy a range of diverse texts by global authors. Pupils who fall behind with reading receive precise help to enable them to catch up. Leaders continue to improve how they support pupils who speak English as an additional language.

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Leaders and the trust have listened carefully to concerns raised previously by parents about behaviour and bullying. They have introduced systems to tackle less acceptable behaviours. Teachers apply these systems consistently. Leaders have also instilled a powerful ethos which nurtures and rewards important human values such as compassion, empathy and resilience. Pupils are kind. They work hard and support others.

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Leaders ensure that extra-curricular provision enriches this ethos further. Nearly all pupils engage with wider activities. In the sixth form, however, opportunities for students to contribute more widely to the school community have been limited. Leaders acknowledge this. Following the relocation of the sixth form, leaders are keen for more students to lead, mentor and support younger pupils academically in order to support students to develop important leadership and organisational skills.

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Leaders provide well-planned personal, social and health education for all. Pupils learn content that is appropriate for their age. Teachers across the curriculum reinforce elements of relationships and sex education. The curriculum promotes inclusivity, diversity and equality effectively. Pupils are open-minded and respectful of difference.

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Careers education meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Pupils receive independent and objective guidance and support about future education, training and employment. They gain useful professional skills through work experience.

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The trust has tirelessly supported leaders to ensure rapid improvement across the school. Leaders have a strong understanding of the school’s strengths and how it still needs to improve. They have worked hard with the community to shift previously negative perceptions of the school. Some of this work was slowed by the pandemic. While many parents appreciate the quality of education the school now provides, others still need convincing. Leaders are aware of this and are keen to engage further with the local community.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders provide regular, up to date safeguarding training to all staff. Staff know how to identify when pupils may be at risk of abuse and neglect. Staff report concerns swiftly. Leaders make appropriate, timely referrals to a variety of outside agencies. 26 and 27 April 2022

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This ensures that pupils receive the support they need. Pupils learn to respond appropriately to risks and dangers in society and when online. They know that they can share concerns with staff and these concerns will be followed up.

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Leaders carry out appropriate checks on all new staff. New staff receive thorough safeguarding training prior to commencing employment.

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(Information for the school and appropriate authority)

 Many parents acknowledge how the school has improved. A small minority do not support their views. Leaders acknowledge that some face-to-face communication channels were curtailed during the pandemic. As a result, some parents do not feel listened to, and they are less aware of some areas of life in school. Leaders need to liaise more closely and engage more positively with all stakeholders so that they are more informed about school life.  Students in the sixth form have made a limited contribution to the school community to date. As a result, they have not had the opportunities to hone further useful life skills to support them in the next stage of their lives. Leaders need to enhance personal development in the sixth form to increase opportunities for students to take on pupil leadership and to make a greater contribution to the wider life of the school.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 26 and 27 April 2022

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School details

Inspection number 10212299 Type of school Secondary comprehensive

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provision

Number of pupils on the school roll 1124

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 The school makes use of part-time and full-time alternative provision, with two registered providers.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, senior leaders, middle leaders, members of the governing body and the chief executive officer of the trust. 26 and 27 April 2022

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 Inspectors carried out deep dives into English, mathematics, science, history, and art. These included discussions with subject leaders, visits to lessons, meetings with staff and pupils, and scrutiny of pupils’ work.  Inspectors scrutinised the single central record of pre-employment checks and met with the leader for safeguarding.  Inspectors considered 501 responses to Ofsted’s pupils’ survey, 77 responses to Ofsted’s staff’s survey, and 135 responses to Ofsted’s online questionnaire, Ofsted Parent View, together with 127 free-text responses from parents.

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Inspection team

Adam Cooke, lead inspector Her Majesty’s Inspector Ahson Mohammed Ofsted Inspector Sue Pryor Ofsted Inspector Al Mistrano Her Majesty’s Inspector James Chester Her Majesty’s Inspector 26 and 27 April 2022

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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