Down Ampney Church of England Primary School, located in Cirencester, Gloucestershire, has demonstrated significant improvements since its previous inspection, achieving a rating of good in overall effectiveness. The leadership, spearheaded by the headteacher and supported by governors, has fostered a purposeful learning environment where teaching quality is consistently good, leading to positive outcomes for pupils. The school has implemented rigorous checks on teaching practices, providing teachers with clear guidance and effective support, which has contributed to rapid improvements in teaching, learning, and assessment over the past year.
Teachers are well-acquainted with their pupils and design lessons that are both challenging and engaging. This approach has resulted in good progress across all pupil groups, including the most able, with rising attainment levels throughout the school. The provision for pupils with special educational needs and disabilities is well-structured, ensuring that they receive tailored support that enables them to progress effectively. Disadvantaged pupils are also well-supported, increasingly achieving at levels comparable to their peers from similar starting points.
The curriculum is designed to engage pupils and instill a love of learning, promoting their spiritual, moral, social, and cultural development. Behaviour in the school is commendable, with pupils expressing that they feel safe and are happy in their learning environment. Parents are highly supportive of the school, appreciating the welcoming atmosphere and the effective learning opportunities provided for their children.
In the early years, children adapt quickly to school life and are taught well, with most making good progress. However, there are instances where teaching does not challenge the most able children sufficiently. The governing body plays an active role in supporting the school, effectively challenging leaders to understand the school’s strengths and areas for development. Improvement plans are comprehensive but sometimes lack the precision needed to measure the impact of actions taken to enhance pupil achievement.
The leadership and management of the school are rated as good, with governors taking proactive steps to ensure effective leadership and accelerate improvement. The headteacher has established a clear vision for the school, fostering high aspirations among staff and pupils alike. Staff morale is high, and there is a shared commitment to driving improvements in teaching and learning.
Teaching quality is consistently good, with effective strategies implemented in writing and mathematics that challenge pupils and inspire them to achieve high standards. Teachers maintain high expectations for pupil behaviour and achievement, planning engaging lessons that capture pupils' interest. The support provided for pupils with special educational needs is effective, and disadvantaged pupils benefit from targeted assistance that helps them catch up with their peers.
Pupils demonstrate good progress in reading, writing, and mathematics, with older pupils showing a strong understanding of the subjects they study. The early years provision is well-managed, with a focus on monitoring children's progress and ensuring they receive the necessary support and challenge. Overall, the school is well-regarded by parents and the community, with a strong emphasis on pupil welfare and personal development, creating a positive and inclusive learning environment.
