The Downs Primary School and Nursery, located in Harlow, Essex, underwent an inspection on January 10 and 11, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving the same rating. However, the school demonstrated good behavior and attitudes, as well as personal development among its pupils. This was the first inspection under the current framework since the school had not been previously inspected under section five of the Education Act 2005.
The school is described as a happy environment for pupils, who engage in various roles that foster their leadership skills. The pupil leadership team actively seeks the opinions of their peers, influencing aspects like the lunchtime menu. Opportunities for collaboration among different year groups are encouraged, allowing older pupils to mentor younger ones, which contributes positively to the school culture. Pupils feel safe and supported, with staff addressing concerns promptly, particularly regarding bullying, which is kept to a minimum.
Despite the positive atmosphere, the report highlights that pupils do not learn as much as they should due to inconsistencies in teaching quality. Recent leadership changes have improved staff morale and support from the community, but the impact of these changes has not yet fully materialized. The curriculum is being revised, but the implementation and monitoring processes have not ensured that all staff understand expectations, leading to confusion in instruction and gaps in pupils' knowledge.
The teaching of early reading is inconsistent, with some staff lacking adequate training. This has resulted in pupils not receiving the necessary support to develop their reading skills effectively. Leaders are working on improving systems for identifying and supporting pupils with special educational needs and disabilities, but the execution of these plans varies, affecting the daily experiences of these pupils.
Behavior management has seen improvements, with new systems in place that promote sensible behavior during lunchtime activities. The school has a suitable program for personal development, including access to external counseling services, which pupils appreciate. Extra-curricular activities are available, allowing pupils to explore their interests and talents through various clubs and competitions.
The governance of the school is deemed effective, with trustees and local governors actively involved in monitoring the school's progress. However, some improvements have taken longer than expected. Safeguarding arrangements are effective, with staff trained to recognize and address local risks, ensuring pupils receive appropriate support.
To improve, the school needs to address inconsistencies in teaching and ensure that the curriculum is effectively implemented across all subjects. Timely assessment of pupils' learning gaps is necessary to provide adequate support for those who need it. Additionally, training for staff in early reading instruction must be prioritized to enhance pupils' reading skills. The support for pupils with special educational needs must be consistently applied and monitored to ensure that all pupils receive the necessary assistance. Overall, while the school has strengths in its community and pupil engagement, significant work is needed to enhance the quality of education and support for all learners.
