On 9 December 2020, Ofsted conducted a visit to Downshall Primary School in Ilford, Essex, to assess the school's response to the challenges posed by the COVID-19 pandemic. The visit was part of a broader initiative led by Her Majesty's Chief Inspector of Education, Children’s Services and Skills, focusing on how schools are managing the return to full education after an extended period of disruption. The visit was not an inspection and did not involve graded judgments or the usual range of inspection activities, such as lesson observations or reviewing pupils' work. Instead, it aimed to gather insights into the school's current situation and the measures taken since the full reopening of schools in September 2020.
During the visit, discussions were held with key staff members, including the headteacher, safeguarding leader, deputy headteacher, and leaders responsible for various subjects and special educational needs. However, due to protective measures in place, inspectors did not speak to pupils. The visit revealed that approximately one-sixth of pupils had to learn from home at some point since the start of the autumn term. In response to these challenges, the school adapted its curriculum, prioritizing the teaching of English and mathematics while also focusing on personal, social, health, and economic education to help pupils readjust to school life.
The headteacher expressed optimism about resuming the usual curriculum by the summer term of 2021. To assess pupils' current learning levels, leaders conducted checks in reading, revealing that younger pupils had forgotten some sounds and letters, while older pupils struggled with reading comprehension skills. To address these gaps, the school implemented strategies to refresh pupils' memories through regular practice. Additionally, teachers noted that pupils were less equipped to write for extended periods, prompting the school to provide more opportunities for writing practice across different subjects.
In mathematics, checks indicated that pupils had forgotten basic facts, such as times tables. Teachers responded by offering extra support to reinforce previous learning. In other subjects, such as design and technology and religious education, teachers assessed missed or forgotten learning and adapted future lessons to incorporate this content. The school also established systems for delivering remote education, including online resources and weekly learning packs for pupils without internet access. Pupils learning from home received daily tasks in reading, writing, and mathematics, along with activities covering the wider curriculum.
The visit concluded without any significant concerns being identified, and the information gathered will contribute to Ofsted's national reporting, informing future policy decisions. The headteacher's proactive approach to addressing the challenges posed by the pandemic and the measures implemented to support pupils' learning were acknowledged. The insights shared during the visit will help shape the understanding of how schools are navigating the complexities of education during this unprecedented time. The letter summarizing the visit will be published on the Ofsted website, ensuring transparency and communication with parents and the wider community.
