Downsview Primary and Nursery School
phone: 020 87644611
headteacher: Nicola Wright
630 pupils capacity: 83% full
285 boys 54%
240 girls 46%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 532089, Northing: 170181
- GPS coordinates
- Latitude: 51.415, Longitude: -0.10194
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 24, 2010
- Region › Const. › Ward
- London › Croydon North › Upper Norwood
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Westwood Girls' College for Languages and Arts SE193UG
- 0.3 miles Harris Academy Upper Norwood SE193UG (528 pupils)
- 0.4 miles David Livingstone Primary School CR78HX
- 0.4 miles St Joseph's RC Junior School SE193NU (219 pupils)
- 0.4 miles St Joseph's College SE193HL
- 0.4 miles St Cyprian's Greek Orthodox Primary School CR78DZ
- 0.4 miles David Livingstone Academy CR78HX (239 pupils)
- 0.4 miles St Joseph's College SE193HL (1148 pupils)
- 0.4 miles St Cyprian's Greek Orthodox Primary Academy CR78DZ (465 pupils)
- 0.5 miles St Joseph's RC Infant School SE193NX (221 pupils)
- 0.5 miles Virgo Fidelis Preparatory School SE191RS (165 pupils)
- 0.5 miles Virgo Fidelis Convent School SE191RS
- 0.5 miles Priory School SE193QN (83 pupils)
- 0.5 miles Virgo Fidelis Convent Senior School SE191RS (756 pupils)
- 0.5 miles Kensington Avenue Primary School CR78BT (627 pupils)
- 0.6 miles Norwood School SE193NY (804 pupils)
- 0.6 miles Kensington Avenue Junior School CR78BT
- 0.6 miles Kensington Avenue Infant School CR78BT
- 0.6 miles Rockmount Primary School SE193ST (475 pupils)
- 0.6 miles St James the Great RC Primary and Nursery School CR78HJ
- 0.6 miles Norbury Manor Business and Enterprise College for Girls CR78BT
- 0.6 miles Hillcrest Norwood SE191BY
- 0.6 miles CACFO Education Centre CR78HQ (10 pupils)
- 0.6 miles Hillcrest SE191BY
Downsview Primary and Nursery
Biggin Way, Upper Norwood, London, SE19 3XE
|Inspection dates||19–20 March 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher provides clear direction. She has |
All leaders have worked well together to ensure
The governing body is supportive of leaders and
The curriculum is exciting and fun. Pupils’
had a positive impact on pupils’ achievement.
There has been a trend of improvements and
pupils now attain above the national average at
the end of Key Stage 1 and Key Stage 2. They are
above the national average in writing and
that teaching is typically good. They have a
comprehensive understanding of the performance
of the school.
has a clear awareness of the school’s strengths
and areas for development.
spiritual, moral, social and cultural awareness is
well developed. There are many opportunities for
pupils to develop their creative skills in music, art
| Teaching is typically good. Classrooms are well |
Teaching assistants work well with pupils. They are
Pupils relate very well to each other. They behave
The school uses its specialist physical education
Parents are very supportive. They like the
resourced and attractive displays make the school
an exciting place to learn.
well trained and provide good support to pupils who
have particular needs.
well in lessons and at lunchtimes. Pupils say that
the school works hard to keep everyone safe. There
are strong relationships between staff and pupils.
Attendance and punctuality are good.
(PE) and sports funding well. Pupils have enjoyed
considerable success in a range of sporting events.
Active and healthy lifestyles are very well promoted.
opportunities that the school provides for their
| Teachers do not have consistently high |
Not enough pupils, including those who are most
expectations of pupils.
able, make better than expected progress in
reading in Key Stage 2.
| There are gaps between the attainment of boys and |
Children’s progress is not always tracked regularly
girls in the early years provision.
or systematically in the early years provision.
Information about this inspection
- Inspectors observed learning in 21 lessons and part lessons. Many were observed jointly with senior
leaders. In addition, the inspectors listened to pupils reading in Year 2 and Year 6.
- Meetings were held with two groups of pupils and school staff. There was a discussion with the Chair of
the Governing Body and four other members. A meeting was held with a representative from the local
- Inspectors took account of 81 responses to the online questionnaire, Parent View. Other sources of
parental views that were considered included correspondence and discussions with parents at the end of
- Inspectors observed the school’s work and analysed a large range of documents and policies, including
the school’s own information on pupils’ current progress and documents checking the quality of teaching
and learning. They also examined records relating to behaviour, attendance, risk analysis and
- The views of staff were analysed through the 56 responses to the staff questionnaire.
|Elizabeth Bowes, Lead inspector||Additional Inspector|
|Roger Fenwick||Additional Inspector|
|David Webster||Additional Inspector|
Information about this school
- Downsview Primary and Nursery School is larger than the average-sized primary school.
- The proportion of pupils known to be eligible for support through pupil premium is similar to the national
average. Pupil premium is additional funding provided by the government for disadvantaged pupils.
- The proportion of disabled pupils and those with special educational needs on the school roll is higher
than the national average.
- The proportion of pupils who speak English as an additional language is higher than the national average.
- The early years provision consists of a part-time Nursery and full-time Reception classes.
- In 2014, the school met the government’s floor standards, which set the minimum expectations for pupils’
attainment and progress.
- The school operates a breakfast and after-school club which are run by the governing body.
What does the school need to do to improve further?
- Improve the quality of teaching so that more is outstanding by ensuring:
all teachers have consistently high expectations of pupils
more pupils, including the most able, make better than expected progress in reading in Key Stage 2.
- Develop the early years provision by ensuring that:
the gap in attainment between girls and boys closes rapidly
children’s progress is regularly and systematically tracked.
|The leadership and management||are good|
- The headteacher has introduced a culture where all are encouraged to succeed. She has a strong ambition
to continue to improve the school and has high expectations of both staff and pupils. Consequently, the
quality of teaching is now consistently good and pupils achieve well. In the majority of lessons, pupils
behave well and have a real interest in their learning.
- Middle leaders are effective and take clear responsibility for the progress of pupils. They have been well
trained and are making a clear impact on the standards that pupils achieve.
- The progress of all pupils in Years 1-6 is rigorously tracked and, as a result, any pupils identified as falling
behind are quickly identified and given appropriate support. One example of this is the way that the
school has used the pupil premium funding. The progress of all eligible pupils is now good because of the
extensive support that is provided.
- The curriculum is particularly effective in providing pupils with a range of exciting opportunities. The
school’s aim is to find and develop the strengths and talents in every pupil. Pupils have the opportunity to
be taught by specialist teachers in art, Spanish, physical education and music. Pupils say that they really
enjoy the range of interesting visits and visitors. For example, for the topic on Romans, pupils visited the
British museum. As one pupil said, ’It brings a subject to life when you dress up as a Roman citizen and
see all the things that the Romans used every day.’ These experiences contribute well to pupils’ spiritual,
moral, social and cultural development.
- Pupils are well prepared for life in modern Britain. There are well-planned opportunities for pupils to learn
about the rules of law and democracy. The school fosters good relations by teaching pupils about
individual liberty and respect for all. The school promotes equality of opportunity well and discrimination
of any kind is not tolerated. Pupils celebrate the range of different languages that are spoken at the
- Primary PE and sports funding is well used. There is an effective partnership with Crystal Palace Football
Club where specialist sports coaches have had a positive impact, both in sports and academic work. There
are now over 18 sports clubs that are run by the school and the majority of pupils participate. Pupils have
been successful at both borough and district competitions. The school will be representing the borough in
the London Youth Games in gymnastics. Dance is also well promoted and pupils participated in an event
at the New Wimbledon Theatre. All of these activities contribute well to pupils’ well-being and developing
- The local authority has provided effective ’light-touch’ support to this school. It has supported the
provision for helping those who speak English as an additional language. It has also supported the early
- Parents are highly complimentary about the school and most would recommend the school to another
parent. Many parents praised the open and supportive atmosphere, and said that they are well informed
about their child’s progress.
- The school has effective arrangements for safeguarding that meet statutory requirements. There are
careful arrangements for ensuring that children are protected and kept secure. All staff are checked
- The governance of the school:
The governing body challenges the school well so that improvements continue to be made. It has a
clear understanding of the school’s strengths and how to accomplish what needs to be done to improve.
Governors know how well the school is doing when compared against other schools. They have had
training in understanding the performance data of the school. As a result, they can challenge the school
effectively for the standards that pupils achieve.
Governors come into school regularly and often attend staff training. They are very well aware of the
challenging targets that are set for teachers regarding the progress of the pupils in their class. They
have a good understanding of the quality of teaching in the school and reward good teachers with pay
increases. They are aware of the procedures that leaders follow should they need to tackle any teacher
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good.
- Pupils are polite to staff and each other when around the school. They routinely stand back for others to
go through doors. They exhibit good manners when talking to each other.
- Pupils have good attitude to learning. They are hard-working and proud of their achievements. Work is
neat and well presented. Behaviour is not outstanding because there are occasional minor disruptions in
- Spiritual development is fostered by a range of visits to different religious organisations. Pupils are taught
to think about their moral development and consider the difference between right from wrong.
- Pupils’ cultural development is good. All pupils have the opportunity to learn an instrument, there is an
active orchestra and the choir has recently performed in the Royal Albert Hall.
- Relationships are warm and supportive, and pupils work well together. Residential visits in Year 5 and 6
help to develop pupils’ social development.
- The breakfast and after-school clubs provide a valuable resource. Sessions are calm and purposeful, and
pupils enjoy what is on offer.
- Attendance is good and pupils are punctual into school.
- The school’s work to keep pupils safe and secure is good.
- Pupils say that they feel safe. They are taught about how to use the internet safely. Numerous
opportunities are taken to tell pupils about the danger of strangers.
- Pupils are taught about the importance of travelling safely, especially those who are about to go to
- Pupils know and understand about the different types of bullying. They are very knowledgeable about e-
safety and the possible dangers associated with social networking sites. Pupils say that that bullying is
rare and they would know who to go to if they had any concerns. School records confirm that there are
very few incidents of bullying.
- Parents who responded to the Parent View survey agree that their children are happy, feel safe and well
|The quality of teaching||is good|
- There is a positive impact of teaching on the achievement of pupils. Teachers use their detailed
knowledge of how pupils are doing to plan and prepare interesting lessons and activities.
- The impact of teaching on mathematics is positive and there is a strong focus on ensuring that pupils
know their times tables and other key facts.
- Writing is carefully developed. Teachers help pupils understand how sentences are structured. Pupils write
regularly and this ensures that pupils’ skills are quickly improved.
- Teaching is not outstanding because teachers do not always have the highest expectations for pupils. In
reading, for example, Key Stage 2 pupils do not always work as hard as they could because teachers do
not expect them to. Teaching assistants provide a valuable role in pupils’ learning. They are well briefed
and support all pupils, including those with disabilities or special educational needs. They help in
improving the learning of those who speak English as an additional language and give sensitive help while
at the same time making sure that pupils do not become too dependent on them.
- Homework is consistently and effectively promoted through the school. This enables pupils to consolidate
their skills and pursue research for their topics.
- Teachers’ marking is good and clearly shows pupils what they need to do to improve. Pupils have enough
time to respond to teachers’ comments.
- Staff use wall displays well to celebrate pupils’ achievements. In classes, displays provide a good reference
for pupils to check their numeracy and literacy skills.
|The achievement of pupils||is good|
- Pupils make good progress from their starting points and leave at the end of Year 6 with standards that
are above the national average in writing and mathematics, and in line with the national average in
- In Key Stage 1, pupils make good progress. They achieve above the national average in the Year 1
phonics reading check. By the end of Year 2, pupils attain significantly above the national average in
reading, writing and mathematics. This is because the quality of teaching is good and teachers know
exactly where each pupil is in their learning.
- As pupils move through the years in Key Stage 2, progress continues to be strong in both writing and
mathematics. However, fewer pupils than the national average make better than expected progress in
reading in Key Stage 2.
- Disadvantaged pupils make good progress from their different starting points when compared to other
pupils nationally. In 2014 in reading, disadvantaged pupils were over a term behind other pupils in the
school and other pupils nationally. In writing, disadvantaged pupils were over two terms behind other
pupils in the school and a term behind other pupils nationally. In mathematics, disadvantaged pupils were
over three terms behind other pupils in the school and two terms behind other pupils nationally.
- Gaps between disadvantaged pupils and others in the school are closing rapidly. In many cases,
disadvantaged pupils are making better progress than their peers. For example, in Year 4, they are
making better progress in reading, writing and mathematics.
- With the exception of reading, those who are most able usually do well. In Key Stage 1, pupils attain
significantly above the national average. In Key Stage 2, they attain in line with the national average in
reading, and above the national average in writing and mathematics. In 2014, nearly a quarter of all
pupils attained the highest Level 6 in mathematics.
- Those who are disabled or who have special educational needs make good progress from their starting
points because of the quality of assistance that is offered to them. They are well supported in lessons by
staff, many of whom have received specialist training.
- Those who speak English as an additional language make good progress. The school tracks their progress
carefully and ensures that all groups of pupils are well supported to achieve.
|The early years provision||is good|
- Children join the Nursery with skills that are below those typical for their age, particularly in
communication and language. They make good progress in both the Nursery and Reception. They leave
the early years provision with a slightly higher proportion of children compared to national reaching a
good level of development. This ensures that the majority are ready for learning when they enter Year 1.
However, boys do not always do as well as girls in the early years provision.
- There are good relationships and children behave well. They play well together, and are kind and helpful
towards each other. The school’s work to keep pupils safe and secure is good. Parents are very happy
with how well the school ensures that children who are new to the school are helped to settle down. Many
parents reported that they liked the opportunity they had to talk to teachers informally at the end of the
- The quality of teaching is good and teachers ensure that children have a range of exciting and interesting
activities. They create a happy and supportive atmosphere. Teaching assistants offer a good level of
support. Children’s learning is enhanced by visits that really enthuse children, such as the visit from the
- Leadership of the early years provision is good because leaders have worked hard with the local authority
to ensure that the early years provision is strong. Much has been accomplished; however, the tracking of
children’s progress is not regular or systematic enough to ensure that all children make the best progress.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||101778|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||538|
|Appropriate authority||The governing body|
|Date of previous school inspection||24 November 2010|
|Telephone number||020 8764 4611|
|Fax number||020 8679 8023|