The monitoring inspection of The Downley School took place on June 13 and 14, 2023, following its designation as requiring special measures after a previous inspection in March 2022. The inspection involved discussions with the interim headteacher, senior leaders, the chair of the interim executive board, and local authority representatives. Observations included classroom visits, pupil interactions, and reviews of school documents, alongside feedback from staff and parents.
The Downley School continues to be classified as inadequate and requires special measures. While progress has been made, further efforts are necessary to address the concerns that led to this classification. The school may appoint early career teachers before the next monitoring inspection, with a recommendation to limit this to two appointments.
Significant changes in leadership and staffing have occurred since the last inspection, with nearly half of the current staff being new. The school has experienced instability due to multiple interim headteachers prior to the current interim headteacher's appointment in Easter 2023. The Department for Education is actively seeking a multi-academy trust to sponsor the school. The lack of continuity in leadership has hindered the pace of necessary improvements in educational quality. However, with the current leadership's stability, essential improvements to the curriculum are being implemented, focusing on critical subjects first.
A new systematic synthetic phonics scheme has been successfully launched, and staff have received training for its implementation. Nonetheless, additional professional development is needed to ensure consistent delivery across all staff. The legacy of weaker reading skills remains a challenge, exacerbated by the pandemic and staffing changes. Leaders must prioritize effective support for older pupils to enhance their reading skills urgently.
Improvements in early years provision have been noted, with raised expectations for children's achievements. While some activities are meaningful, staff occasionally miss opportunities to engage children in learning effectively. Once the curriculum redesign is complete, leaders should focus on quality assurance to ensure children are well-prepared for Year 1.
The provision for pupils with special educational needs and disabilities (SEND) has been a focal point for leaders. Although there has been beneficial support from the local authority, concerns remain regarding the adequacy of provision. The recent appointment of a temporary SEND coordinator has improved parent engagement, but further training and support for the SEND coordinator are necessary. Teachers need more effective training to adapt the curriculum for pupils with SEND, as current support plans lack precision and do not adequately address specific needs.
Pupil achievement, particularly in writing and mathematics, was low at the end of Year 2 in 2022, and phonics attainment was also poor. Leaders recognize the need for more ambitious future targets. Improvements in current pupil work are evident, but leaders have not yet ensured that teachers effectively check pupils' learning of the curriculum.
Behaviour in the school has improved, with positive relationships between pupils and staff. Most pupils feel that unkind comments or hurtful behaviours are rare. However, some rough play outside lessons has been noted, and a small number of older pupils report inappropriate comments or contact. Leaders must implement a consistent behaviour management policy to address these issues.
Leaders have focused on areas for improvement identified in the previous inspection and are aware of where to direct their efforts moving forward. The emerging stability in leadership and staffing is significant, with staff reporting increased happiness and optimism about the future. The interim executive board has played a crucial role in supporting the school’s improvement journey, providing appropriate support and challenge. The local authority has also contributed by appointing interim staff to leadership positions, further aiding school improvement. The new interim headteacher has been pivotal in fostering stability and vibrancy within the school. The arrangements for safeguarding are effective, with trained staff vigilant in identifying potential abuse or neglect, although minor improvements in processes are still needed.
