Downs View Special School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Downs View Special School Warren Road, Woodingdean, Brighton, East Sussex BN2 6BB

p.1

Outcome

Downs View Special School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Downs View Special School is an exceptional school. Adults place the needs of the child at the heart of all they do. Pupils flourish at this school and are proud to be part of it. Staff create an atmosphere that is warm, calm and productive. As a result, pupils attend regularly. The school has exceptionally high expectations of all pupils. Consequently, pupils achieve extremely well from their different starting points.

p.1

What is it like to attend this school?

Pupils’ behaviour, including students at the link college site, is exemplary. They fully understand the school’s ethos and values. Pupils accept each other’s differences and are supportive of each other during lessons and social times. Pupils are responsible, respectful and active members of the school community who contribute positively to it.

p.1

What is it like to attend this school?

The school weaves pupils’ personal development, especially the skills needed for adulthood, through everything it does. Helping pupils understand how to take control of their lives starts in the early years and builds until pupils move into either the link college provision or mainstream post-16 provision. Whether this is through the many opportunities in life skill-related activities or classroom work, the impact is consistently strong. This includes pupils’ understanding of how to keep themselves safe.

p.1

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

The education offered to pupils is exceptional. The school provides pupils with a highly ambitious, broad and interesting curriculum. This means pupils can learn what interests and excites them about different subjects and the world they live in. The curriculum is designed to ensure pupils repeat, apply and revisit key knowledge so they remember it 17 and 18 June 2025

p.1

2

over time. Teachers explain things clearly. They help to deepen pupils’ knowledge, for example by asking probing questions. The school ensures that staff routinely check how well pupils learn the curriculum. This enables staff to provide additional help when needed. Teachers make appropriate changes to their teaching, resources and activities so that pupils can access the learning from their different starting points and achieve highly. Consequently, pupils are very well prepared for their next steps in education and life.

p.2

2

The school has rightly prioritised reading, communication and language. Pupils learn to express their thoughts and opinions effectively through a range of methods, including reading, writing, symbols and signing. Staff take a deliberate and systematic approach to teaching these strategies from early years onwards. Those children who can access reading through phonics are ably supported by highly trained and knowledgeable staff. As a result, all pupils make progress in reading, communication and language.

p.2

2

Staff give great thought as to what is best for each pupil as they move through the school. This includes times when pupils move into new phases of their school life, particularly between the main school and the link college provision. For example, some pupils that know they will stay in the school for their sixth form education start to attend the link college site during key stage 4 to support their transition. This means that pupils get an expertly tailored provision they need to move successfully into adulthood.

p.2

2

The school works closely with specialist therapists and health experts to identify appropriate targets and approaches that maximise pupils’ learning. These help to inform expected outcomes identified in pupils’ education, health and care (EHC) plans.

p.2

2

Behaviour is exemplary. The school carefully identifies any causes for any negative behaviours. For example, it considers whether pupils’ behaviour may be affected by frustration due to communication or sensory needs, or any previous negative experiences. This helps leaders identify the best ways to support pupils to meet the school’s high expectations. The school works closely with families to help pupils identify and manage their emotions. This helps pupils to be successful in the community and meet challenges with increasing resilience.

p.2

2

Pupils’ wider personal development is integral to the school’s work. The school carefully plans the curriculum for personal, social and health education (PSHE) according to pupils’ needs. They learn about different faiths and cultures and develop a strong understanding of equality. Pupils understand the importance of healthy eating, keeping hydrated and leading safe, active lives. This ‘real life’ ethos continues during social times, which are vibrant and inclusive. Leaders ensure that all learners get impartial information and advice about careers and what they can achieve in life when they move on from school.

p.2

2

The school wants pupils to achieve beyond what others may think is possible. Parents and carers value this. Pupils have excellent opportunities to learn about themselves and healthy relationships with others. Staff carefully consider pupils’ additional vulnerabilities when helping them with sensitive topics, such as when teaching pupils about how to stay safe online. 17 and 18 June 2025

p.2

3

Staff are proud to work at Downs View Special School. Leaders create a climate where staff feel respected and valued. They thoughtfully consider staff’s workload. In doing so, they provide staff with the correct professional development which supports them to carry out their roles effectively.

p.3

3

Governors understand their purpose and carry out their statutory duties well. They are knowledgeable, experienced and committed to the school. Governors ensure that the school has a clear vision, manages its resources well and provides leaders with appropriate support and challenge.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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.

p.3

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.

p.3

Background

This is the third ungraded inspection since we judged the school to be outstanding for overall effectiveness in July 2012.

p.3

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 17 and 18 June 2025

p.3

Further information

You can search for published performance information about the school.

p.4

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 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). 17 and 18 June 2025

p.4

form

Appropriate authority The governing body

p.5

form

Website www.downsview.brighton-hove.sch.uk

p.5

form

Dates of previous inspection 11 and 12 February 2020, under section 8 of the Education Act 2005

p.5

Information about this school

 Downs View Special School is a special school for pupils with autism; multi-sensory impairments; speech, language and communication difficulties; social, emotional and mental health difficulties; physical disabilities; severe learning difficulties and profound and multiple learning difficulties.  All pupils have an EHC plan.  The school operates across two sites: - Downs View School, Warren Road, Woodingdean, Brighton, East Sussex BN2 6BB - Downs View Link College, Surrenden Road, Brighton, East Sussex BN1 6WQ  The school uses two unregistered alternative provisions. 17 and 18 June 2025

p.5

6

 The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Year 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships

p.6

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.  Inspectors met with the headteacher and senior leaders, subject leaders and representatives of the governing body, including the chair of governors.  Inspectors discussed the curriculum, 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 the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

Information about this inspection

 Inspectors reviewed a range of documents, including policies and analyses of pupils’ behaviour and attendance.  Inspectors spoke to some pupils and staff about the school. They also observed pupils’ behaviour during lunchtime and breaktimes.  Inspectors considered the responses to Ofsted’s online survey for staff and the views of parents expressed through Ofsted’s online survey, Ofsted Parent View, including the free-text responses.

p.6

Inspection team

Gary Tostevin, lead inspector Ofsted Inspector

p.6

Inspection team

Alan Johnson Ofsted Inspector 17 and 18 June 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7