The South Downs School

Inspection of a school judged outstanding for overall effectiveness before September 2024: The South Downs School Beechy Avenue, Eastbourne, East Sussex BN20 8NU

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Inspection dates: 12 and 13 November 2024

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Outcome

The South Downs School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The heads of provision for this school are Rachel Smart and Jackie Bale. This school is part of The Southfield Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Kirsty Eydmann, and overseen by a board of trustees, chaired by Margaret Neal. Penny Kershaw is the executive principal of this school and one other in the trust.

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What is it like to attend this school?

The South Downs School is a happy, welcoming and inclusive community. Pupils quickly settle into school life. This is because adults take the time to know pupils’ complex special educational needs and/or disabilities (SEND). They have high expectations of pupils’ behaviour and academic achievements. Pupils excel in all areas of their learning and achieve highly.

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What is it like to attend this school?

Positive, caring and respectful relationships between staff and pupils are the cornerstone of everyday routines. At times, pupils struggle to manage their behaviours, feelings and emotions. Skilled staff address pupils’ anxieties and concerns with patience. Consequently, pupils learn to make the right choices, take risks safely and communicate their views confidently.

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What is it like to attend this school?

Staff deal with incidents of unkindness swiftly and highly effectively. Pupils talk with thought and consideration about the importance of mutual respect. As one Year 1 pupil said, ‘It is not cool to make fun of anyone for being who they are. We are all the same and play together as a community.’ 12 and 13 November 2024

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Pupils immerse themselves wholeheartedly in school life. Visits, trips and clubs enhance pupils’ positive experiences. They enjoy cooking, gardening and outdoor learning within the school’s extensive grounds. Pupils learn about relevant topics such as safe travel and healthy living.

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

The quality of education here is first class. Ambition for what pupils and staff can achieve is limitless. Pupils leave school extremely well prepared for the next stage of their lives. Parents value the supportive and reassuring communication they receive. Many describe the school as an ‘amazing place which is full of amazing staff’.

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

Communication and language sit at the heart of the school’s exacting and inspirational curriculum. Pupils learn to read and to communicate their needs and understanding of the world extraordinarily well. Through a highly bespoke multi-sensory reading programme, where appropriate, pupils learn to read using phonics. Expert staff know exactly what works well for each pupil. They identify the best way to teach pupils to learn to read quickly and fluently. Stories form the bedrock of everyday life. Pupils are enthused about reading and listening to the diverse and interesting texts that adults read and share.

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

Pupils access a highly personalised and engaging curriculum in all subjects. Staff know precisely what knowledge and skills pupils need to secure and how. For example, in lessons, teachers use a wide range of high-quality resources and bespoke equipment to help pupils to learn exceptionally well. Specialist staff and therapists provide expertly considered individual support and guidance, which enhances pupils’ experiences significantly. Consequently, pupils excel in all aspects of school life.

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

The school continually considers the latest research in learning and behaviour in relation to pupils’ education, health and care (EHC) plan targets and starting points. Throughout the school day, pupils are immersed in learning. In all lessons, pupils’ sensory, communication and emotional needs are prioritised, as are their literacy and numeracy skills. Important ideas and vocabulary are revisited steadily so that pupils do not feel overwhelmed or overstimulated. Work is delivered in considered bite-size pieces. Consequently, essential skills and knowledge are embedded firmly and securely. Pupils’ excellent commitment to their education is reflected in their high levels of attendance and punctuality.

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

A purposeful atmosphere pervades in all classrooms. Pupils approach lessons with a serious attitude. Staff are adept at promoting pupils’ independence and self-confidence. For example, they patiently encourage pupils as they learn to use and manoeuvre their mobility equipment. Pupils are extremely proud of themselves when they succeed.

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

Pupils are exceptionally well prepared for life in modern Britain. They learn about their rights and responsibilities as citizens. For instance, pupils organise events and collect donations for charities they support. They learn about other religions through visiting places of worship such as the synagogue. Pupils talk maturely about what makes a good friend and what makes a healthy relationship. They have an age-appropriate 12 and 13 November 2024

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understanding of mutual respect and tolerance. As one younger pupil said, ‘It is okay to be different. We do not make fun of anyone and are all equal.’

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The school has highly effective processes in place to make sure that improvement priorities make a pivotal difference. It ensures that everyone is working together in the best interests of children. The trust’s support is central to the school’s enduring success. Governors and trustees fulfil their responsibilities with diligence, providing clear direction and challenge. Trust experts offer vital resources and training for staff. The school prioritises staff workload and well-being. It is a motivating and a highly supportive place for staff to work.

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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 outstanding 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 second ungraded inspection since we judged the predecessor school, The South Downs Community Special School, to be outstanding for overall effectiveness in June 2014.

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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. 12 and 13 November 2024

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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 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 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). 12 and 13 November 2024

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School details

School category Academy special converter

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School details

Principal Penny Kershaw (executive principal)

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School details

Date of previous inspection 26 March 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of The Southfield Trust.  All pupils have an EHC plan. Pupils have a range of needs, including severe learning difficulties, autism and speech, language and communication difficulties. Pupils may also have associated needs which may include social, emotional and mental health needs. In addition, pupils may have sensory or physical difficulties. Some pupils also have a medical treatment protocol in place.  The school does not 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.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and took that into account in their evaluation of the school. 12 and 13 November 2024

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 During the inspection, inspectors met with the executive principal, who is also the CEO of the trust, the heads of provision for the east site and the west site, and the school’s wider leadership team. The lead inspector met with the chair of trustees, who is also the chair of governors, as well as the vice-chair.  Inspectors focused inspection activity on the following groups of subjects: communication and interaction, early reading, English and mathematics and personal social, health education and science. For each group of subjects, the inspectors visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around

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safeguarding that puts pupils’ interest first.  Throughout the inspection, inspectors met with groups of staff. Inspectors also considered the opinions expressed through the staff survey.  An inspector spoke with some parents during pick up time. Inspectors also considered the views of parents expressed in Ofsted Parent View, Ofsted’s online survey for parents.

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Inspection team

Shazia Akram, lead inspector His Majesty’s Inspector

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Inspection team

Vicky Matthews Ofsted Inspector 12 and 13 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 looked after children, safeguarding and child protection.

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