Downside Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Downside Primary School Chaul End Lane, Luton, Bedfordshire LU4 8EZ

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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.

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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.

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What is it like to attend this school?

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 display exemplary behaviour at all times.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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 5 and 6 November 2024

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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 5 and 6 November 2024

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

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Safeguarding

The arrangements for safeguarding are effective.

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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.

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Background

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.

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Background

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

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How can I feed back my views?

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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and 5 and 6 November 2024

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pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 5 and 6 November 2024

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School details

Type of school Primary School category Maintained

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School details

Number of pupils on the school roll 1,038

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School details

Appropriate authority The governing body

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School details

Chair of governing body Supriya Menon Headteacher Karen Hooker

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School details

Date of previous inspection 9 January 2019, under section 8 of the Education Act 2005

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Information about this school

 The school has a specially resourced provision for eight pupils with autism.  The school does not currently use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with leaders, including the headteacher, both deputy headteachers, a range of other leaders and a group of governors.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered 5 and 6 November 2024

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of school documentation, including the school development plan, curriculum planning documentation and behaviour records.  To gather the views of staff, the inspectors took account of responses to Ofsted’s staff survey and held discussions with several members of staff.  The inspectors also considered the views of parents through the responses to the online survey, Ofsted Parent View.

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Inspection team

Mark Sim, lead inspector Ofsted Inspector

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Inspection team

Michele Geddes Ofsted Inspector 5 and 6 November 2024

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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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