Downham Feoffees Primary Academy, located in Little Downham, Ely, Cambridgeshire, was inspected on 22 and 23 February 2022. The overall effectiveness of the school was rated as good, with consistent ratings of good across all key areas including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected.
Pupils at Downham Feoffees Primary Academy learn in an environment that fosters aspiration and engagement. They express excitement about their lessons and enjoy sharing their knowledge. The school offers a variety of clubs and activities, including sports and creative pursuits, which contribute to the development of confident learners. The curriculum is designed to expose pupils to high-quality texts, enhancing their reading skills and fostering a love for reading. Playtimes are characterized by happiness and engagement, with pupils utilizing a range of outdoor play equipment, including sensory and music resources. Older pupils have the opportunity to take on buddy roles, supporting younger students and promoting a sense of community.
The school has established a strong culture of safety and care, where pupils feel listened to and valued. They demonstrate kindness towards one another and are aware of different types of bullying, although incidents are reported to be infrequent. Pupils are confident that staff will address any issues that arise promptly.
Leaders have implemented an ambitious curriculum that ensures pupils acquire secure knowledge across various subjects. Teachers encourage connections between different areas of learning, facilitating a comprehensive understanding of the material. The curriculum is structured to ensure that pupils revisit and reinforce previously learned information, aiding retention. Assessment practices are effectively utilized to identify when pupils require additional support.
While the majority of teaching is effective, there are some areas where consistency is lacking. Leaders are actively working to enhance the quality of teaching in these subjects. Support for pupils with special educational needs and disabilities is a priority, with leaders ensuring that these students receive appropriate assistance and can access the curriculum alongside their peers. Phonics instruction is well-implemented, with most pupils quickly developing early reading skills. However, some staff require further training to effectively support pupils who need additional help with reading.
Behaviour in the classroom is orderly, allowing for focused learning. Established routines help maintain a positive environment, and disruptions are rare. In the early years, children exhibit positive attitudes towards learning, demonstrating focus and engagement in their activities.
The school promotes values of democracy, diversity, and equality, which are evident in pupils' involvement in the school council and their contributions to decision-making processes. The partnership between the trust, academy council, and school leaders has led to significant improvements within the school. Staff well-being is considered in decision-making, and staff express pride in their work environment.
Safeguarding arrangements are effective, with a strong culture of safety maintained throughout the school. Staff are well-trained in safeguarding procedures, ensuring that concerns are addressed swiftly and appropriately. The curriculum also educates pupils on personal safety, including online safety.
To improve further, the school must ensure that all teachers are confident in delivering the curriculum effectively to prevent gaps in pupils' knowledge. Continued training and support for staff involved in reading instruction are essential to enhance the support provided to pupils, particularly those with significant gaps in their reading skills.
