Downderry Primary School

Downderry Primary School

Address: Downderry Road, Downham, Bromley, Kent, BR1 5QL Unique reference number (URN): 100679

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve highly at this school. At the end of key stage 2, pupils' overall attainment in reading, writing and mathematics combined is consistently above the national average. This is the same for disadvantaged pupils. Across early years and key stage 1, staff ensure that pupils gain the essential knowledge they need in reading, writing and mathematics. As pupils move through the school, they build successfully on this learning and deepen their knowledge. Pupils remember what they have learned over time across the curriculum. They produce work of high quality in all subjects.

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Achievement Strong standard

Pupils make rapid progress from their starting points in all areas of the curriculum. This includes pupils with special educational needs and/or disabilities and those who have barriers to learning or face disadvantage. Pupils are well equipped with the skills and knowledge they need to succeed in their next steps, including at secondary school and beyond.

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Curriculum and teaching Strong standard

Leaders have developed a highly ambitious and broad curriculum for their pupils. It is specifically designed to support pupils' needs and prepares pupils very well for the future. The school prioritises pupils securing the foundations of reading, writing and mathematics. Pupils learn to read through a well-taught phonics programme and read books that are closely matched to their phonics knowledge. If pupils struggle or fall behind, they receive targeted support to help them catch up quickly and read with confidence. Pupils develop secure mathematical knowledge because of the resources and support available to them in lessons. The well-designed approach to the teaching of writing, linked with oracy, begins in the early years and is implemented highly effectively.

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Curriculum and teaching Strong standard

The curriculum is skilfully taught across the school. Teachers have secure subject knowledge. They explain concepts clearly and help pupils make meaningful connections across subjects. From the early years onwards, teachers focus on developing pupils' language and vocabulary. This prepares pupils well to learn in other subjects. Teachers regularly check what pupils know and can do, and use this information to adapt teaching and provide support where needed.

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Curriculum and teaching Strong standard

Leaders make astute decisions to enhance teaching and learning. They deploy resources strategically to support pupils' learning. For example, the school’s digital approach, including the use of tablets across the curriculum, supports pupils in capturing and reflecting on their learning, while providing valuable assessment information that informs future teaching.

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Curriculum and teaching Strong standard

Teaching is adapted skilfully to meet the needs of all learners. Pupils with special educational needs and/or disabilities and those who face other barriers to learning receive appropriate support that enables them to learn successfully.

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Early years Strong standard

Children in the early years have an excellent start to their education. Knowledgeable leaders create a stimulating environment where children love to learn and play. Relationships between children and staff are warm and trusting.

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Early years Strong standard

Leaders have developed an ambitious curriculum that rightly focuses on the foundations children need for future learning. Leaders provide staff with appropriate training so that they have the expertise to deliver the curriculum highly effectively. The learning activities provided to children both inside and outside are well designed to secure progress across all areas of learning. Communication and language skills underpin the curriculum. Staff interact purposefully with children, especially during activities that children have chosen independently. Staff model language with precision and regularly check for understanding. Children with special educational needs and/or disabilities or those facing other barriers learn confidently alongside their peers. Children play together happily and cooperate well with each other.

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Early years Strong standard

Children achieve really well from their different starting points. Leaders have a very clear understanding of how to prepare children for the next stage. They ensure that children have the knowledge and skills they need for Year 1 and beyond.

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Inclusion Strong standard

Inclusion sits at the heart of the school’s work. Leaders are ambitious for all pupils and continually seek opportunities to further improve the experiences for all pupils. They know their pupils extremely well and accurately identify pupils' needs and any barriers to learning and/or wellbeing. This includes disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known to social care. Leaders regularly evaluate the impact of their well-considered strategies for individual pupils carefully, adjusting these as necessary in line with pupils' changing needs.

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Inclusion Strong standard

Leaders ensure that high-quality support is provided as soon as pupils join the school. They prioritise developing staff expertise so that pupils receive the help they need to succeed. Close partnership work with families and a range of professional services enhance this support. As a result, staff make highly effective adaptations to the curriculum and teaching, enabling pupils with SEND to learn well alongside their peers. Where needed, pupils receive targeted support to help them catch up. This means that all pupils in the school flourish and thrive.

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Inclusion Strong standard

Disadvantaged pupils achieve highly due to the well-planned and tailored support they receive through the school’s pupil premium funding. This includes the provision of a large range of extra-curricular clubs and trips.

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Leadership and governance Strong standard

Leaders at all levels, including governors, have a clear strategic vision for the school. They establish high expectations and ambitions for all pupils, with inclusion at the centre of their work. Leaders know their pupils and school community very well and are committed to providing all pupils with the best opportunities to thrive.

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Leadership and governance Strong standard

Staff share the school’s vision and work hard to achieve it. Leaders provide high-quality training to ensure that staff have the expertise to deliver a high standard of education for all. Staff speak positively about the guidance and support they receive from leaders. They feel valued and listened to by leaders, who are very considerate of staff wellbeing. Leaders reflect on how workload can be best managed when making decisions.

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Leadership and governance Strong standard

School leaders and governors have an in-depth understanding of the school’s strengths and weaknesses. They are not complacent. Leaders review the impact of their work meticulously and use this to inform further improvements. They ensure that any changes are swift and well implemented.

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Leadership and governance Strong standard

Governors play an active role and bring a breadth of skills and experience to the role. They carefully check the effectiveness of the school’s work and engage with outside professionals, providing timely and appropriate challenge to leaders. Governors fully understand and carry out their responsibilities highly effectively, including for safeguarding. Parents and carers are highly positive about the school and appreciate the support given to their children.

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Personal development and wellbeing Strong standard

Leaders place a firm emphasis on pupils’ personal development and wellbeing. Leaders consider any possible barriers to pupils’ wellbeing before they start school. For example, they work closely with the community 'family hub' to signpost support for families. Careful thought is given to preparing pupils for their next steps in education.

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Personal development and wellbeing Strong standard

The personal, social and health education curriculum is skilfully designed to support pupils’ personal development and character growth. The curriculum is inclusive and meets the needs of pupils, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. All pupils participate fully and benefit from the ambitious programme. This includes the ‘Happy, Wise, Well’ curriculum, which equips pupils with the knowledge and skills they need to keep themselves safe in all aspects of life in wider society, including online.

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Personal development and wellbeing Strong standard

Pupils develop a detailed understanding of important issues such as global citizenship, social justice and equality. They have a secure knowledge of different faiths and cultures and understand the need for respect and tolerance for all. Pupils learn about aspects such as consent and healthy relationships in an age-appropriate way. Staff reinforce key messages and deepen pupils' understanding, for example through regular themed events and focus weeks, such as on anti-bullying. Pupils learn about, and have a sound understanding of, the fundamental British values.

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Personal development and wellbeing Strong standard

Character development is further enhanced through pupil leadership roles. Pupils are encouraged to take on responsibilities, such as school councillors, digital leaders and librarians. These roles help pupils to develop in confidence and independence. The wide range of extra-curricular opportunities enables pupils to explore their talents. Leaders carefully review participation to ensure that as many pupils as possible are able to benefit from these experiences. The school's ‘Children’s Charter’ enriches pupils' experiences

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Expected standard

beyond the classroom, with a variety of educational trips, visits, visitors and events that leaders plan for pupils during their time at the school. For example, pupils visit places such as the Tate Modern, Chislehurst Caves and the theatre to see a musical.

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Attendance and behaviour Expected standard

Attendance is an ongoing priority for leaders. They regularly review pupils' attendance information to identify any concerns and provide the right support at the right time. Staff work closely with families if a pupil’s attendance is at risk of decline. This includes offering practical support such as a ‘grab and go’ breakfast. The school also works effectively with external professionals to help improve attendance where needed. Overall attendance is close to the national average. Leaders are determined to build on this so that all pupils attend well.

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Attendance and behaviour Expected standard

Behaviour is excellent at all times of the school day. Pupils are clear about the school’s expectations and have positive attitudes to learning. As a result, they learn in a calm and orderly environment. Although there are many rewards on offer to encourage positive behaviour, pupils often behave well because they know it is the right thing to do. They are taught about the importance of treating others with respect. Pupils are kind, compassionate and tolerant towards each other. They know that bullying or discriminatory behaviour is not tolerated. Any rare incidents of inappropriate behaviour are effectively and swiftly dealt with. Pupils with additional needs receive tailored support to regulate their emotions, enabling them to participate fully in all areas of school life.

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What it's like to be a pupil at this school

Pupils at this inclusive school thrive because leaders have high ambitions for them. Leaders and staff know their school very well. Pupils feel a real sense of belonging here and are proud of their school.

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What it's like to be a pupil at this school

From the very beginning of their time here, pupils show a love of learning. In the early years, children benefit from a vibrant learning environment. Some children arrive with relatively low starting points, and staff ensure that they catch up quickly. Pupils quickly learn to read and develop an enthusiasm for books. Pupils, including those who are disadvantaged, gain the knowledge and skills they need to succeed across the curriculum. This is reflected in the high outcomes they achieve in nationally assessed subjects at the end of Year 6.

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What it's like to be a pupil at this school

Pupils behave very well. The school is a calm, well-organised and purposeful environment. Pupils treat each other with empathy and respect. They feel safe and know that bullying is not tolerated. Pupils are well cared for. They are confident to share any worries or concerns with trusted staff in school. Pupils have many opportunities to explore and develop their talents. There are a large range of trips and visits planned for each year group. For example, pupils in key stage 2 take part in a dry-slope skiing experience. In addition, pupils benefit from facilities such as the specially designed music room, zen garden, food technology room and swimming pool, which help to further enrich pupils’ learning experiences.

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What it's like to be a pupil at this school

Pupils take an active part in school life, including through the various leadership responsibilities on offer. Older pupils help younger ones to play and socialise at breaktimes, for example. Pupils appreciate that their opinions matter, such as through their work on the school newsletter. Leaders give careful thought to pupils’ next steps in education and life in the wider world, ensuring that pupils are very well prepared.

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Next steps

Leaders should continue to analyse the attendance of pupils, including those who are disadvantaged and those with special educational needs or disabilities, in order to drive rapid improvement.

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About this inspection

The chair of the board of governors in this school is Keith Elliott.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, assistant headteacher and other school leaders, including the special educational needs coordinator, during the inspection. Inspectors also met with members of the governing body, staff, pupils and a representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Ogugua Okolo-Angus, Ofsted Inspector Graham Chisnell, Ofsted Inspector Brian Oppenheim, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 68% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 61% 59% Close to average

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average

2023/24 (final) 69% 58% Close to average

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average

2022/23 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.2% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 16.3% 13.0% Close to average

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national average

2023/24 (3 term) 12.6% 14.6% Close to average

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national average

2022/23 (3 term) 12.9% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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