Downs View Infant School


Name Downs View Infant School
Website http://www.downs-view.kent.sch.uk/
Ofsted Inspection Rating Outstanding
Address Ball Lane, Kennington, Ashford, TN25 4PJ
Phone Number 01233632339
Type Primary
Age Range 5-7
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 258 (49.2% boys 50.8% girls)
Number of Pupils per Teacher 21.9
Local Authority Kent
Percentage Free School Meals 22.1%
Percentage English is Not First Language 6.9%
Persistent Absence 10.5%
Pupils with SEN Support 11.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (09 June 2011)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about the school

Downs View is larger than the average sized infant school. All classes are organised in single-age groups including in the Early Years Foundation Stage. The proportion of pupils with special educational needs and/or disabilities is in line with the national average and includes pupils with speech and language as well as communication difficulties. The proportion known to be eligible for free schools meals is below average. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is well below average. A daily breakfast club is operated by the school. Privately run after-school child care is also provided on-site but this was not part of the school’s inspection. The school has achieved a number of awards, many achieved more than once, including Healthy Schools, Active mark, Artsmark Gold, Gold and Platinum Travel Plans and Basic Skills Quality Mark.

Main findings

Parents, carers and pupils at Downs View Infant School were keen to tell inspectors just how much they valued this outstanding school, where pupils are very happy, feel very safe and healthy, and achieve exceptionally well to attain high standards. Parents appreciate the outstanding care, guidance and exceptional support pupils receive, including those with special educational needs and/or disabilities. ’The school is a special place’, ’The teachers really care about our children’, and, ’My children have thrived here and we have been delighted with their progress.’ These are typical examples of the many positive comments received. It is not just academic standards that are high. Pupils’ personal development is as outstanding as their academic progress. Their good and sometimes outstanding behaviour as well as above-average attendance reflect pupils’ desire to be at school. Good provision for the very youngest children means that they have a happy start to school life. Across the school, teaching is consistently good and sometimes it is outstanding. The difference between good and outstanding teaching is in the pace of lessons and the extent to which teachers maintain exciting and challenging experiences and the regularity with which they check how well pupils are doing. Since the last inspection the school has not stood still. Its outstanding capacity for improvement has manifested itself in further improvements in the curriculum and in the use of assessment data, now both outstanding, which have helped to accelerate progress at Key Stage 1 and led to a rise in attainment particularly in mathematics. The gap between boys’ and girls’ attainment has narrowed significantly and the continued focus on provision for the more-able pupils has ensured that attainment is consistently high. Adults at all levels are very successful at promoting equal opportunities and eliminating discrimination through raising pupils’ expectations of what they can achieve. Extremely well-constructed self- and peer-assessment opportunities encourage pupils to evaluate how they could improve. The dedicated headteacher, extremely well supported by the deputy headteacher and the school’s leadership team, has driven the school forward since the last inspection. She enthuses others to have the highest possible aspirations of themselves and the pupils, developing a very strong staff team who are totally committed to school improvement and who strive constantly for excellence. The impact of leaders’ and managers’ excellent leadership skills is reflected in the many improvements in the school over time. Parents are highly supportive of the school and all that it does for their children. As one parent said, ’The problem with the school is that my child never wants to go home.’