Epsom Downs Primary School and Children's Centre
Catchment Area, Reviews and Key Information

School Guide Rating

This school has 2 parent reviews

St Leonard's Road
Epsom Downs
KT18 5RJ
3 - 11
Community school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have shown resilience and strong leadership through a period of significant changes in staff and recruitment difficulties since the last inspection. The difficulties meant that the school’s intervention teachers and deputy headteacher became class based. This reduced the learning support available for pupils and the leadership support available to staff. During this time, there was also a substantial rise in the number of pupils who joined the school with complex additional needs. It is a strength of the school that it supports these pupils effectively to overcome barriers to learning. Staffing is now stable and teachers new to the profession or to the school are supported well by skilled mentors and school leaders. As a result, the quality of teaching and learning is improving rapidly. Your dedicated leadership inspires confidence in the whole school community. Staff morale is high and you have built a strong and united team. It is clear that all share your vision of excellence for the school. New leaders are already having an impact on standards in reading and writing. Pupils told me that the school is a happy, inclusive and exciting place to learn. They are proud of the school and appreciate how well the school supports them emotionally as well as with their learning. You were rightly concerned about the dip in standards in reading in key stage 2 and in phonics in key stage 1. Staff training in the teaching of phonics, a raft of measures to raise the profile of reading across the school, and the use of good- quality texts to inspire pupils’ writing are having a positive effect on accelerating progress in reading and writing. Pupils told me that they love school, and overall attendance is in line with national averages. Despite the school’s ‘above and beyond’ support of some families, however, persistent absenteeism, although reducing, is still too high. At the time of the last inspection, leaders were asked to ensure that the most able pupils were challenged sufficiently to enable them to achieve high standards. Since then, the school was the first in Surrey to achieve the National Association for Able Children in Education award. Previous strength in this area had dipped because of last year’s staffing upheavals. The school is now in a much stronger position to focus on ensuring that all teachers use assessment information precisely to challenge the most able learners in reading and writing. You were also asked to help pupils with special educational needs and/or disabilities (SEND) to write well and improve their handwriting. These pupils are supported to a high standard and current pupils are making good progress. Their emotional wellbeing is cared for particularly well by the school’s support team. Safeguarding is effective. You ensure that staff and governors, including those new to the school, understand safeguarding policies and procedures. All safeguarding arrangements are fit for purpose and regularly updated in line with current statutory guidance. The site is secure, with closed circuit surveillance and rigorous entry procedures. Checks on the suitability of staff are recorded in an exemplary way on the school’s single central record. The school works effectively with a wide range of outside agencies when children are thought to be at risk. Leaders relentlessly pursue referrals for support and there are many examples of improved outcomes for children and families as a result. Pupils learn how to keep themselves safe, for instance from the risks posed by social media, and they understand how to stay safe online. They trust adults in school to listen to them and to act quickly and fairly in following up any concerns raised. All absences are investigated thoroughly to make sure that they are not related to safeguarding matters. Overall attendance is now in line with national averages. The school is doing everything in its power to reduce the persistent absence of a small number of pupils, which remains stubbornly high. Inspection findings At the beginning of this inspection, we agreed to look at how effective safeguarding is and how well pupils attend and behave. We also agreed to check how well pupils, including disadvantaged pupils, are achieving in reading, writing and phonics. Areas identified for improvement following the last inspection were also investigated. The needs of pupils with SEND, including emotional or behavioural needs, are quickly identified, and specific programmes devised to support them. Excellent leadership of inclusion and a skilled team that delivers individual and group support programmes ensure that the majority of these pupils make expected or better progress in reading and writing. The curriculum promotes excitement and enthusiasm for learning. Pupils love enrichment activities such as gardening, learning practical skills at the school farm, studying first aid and taking part in numerous educational visits. These activities are used to stimulate writing, and outcomes in writing are improving throughout the school. Occasionally, however, teachers are too easily satisfied with the work produced by the most able pupils and, in some lessons, tasks are not matched sufficiently to their ability. Leaders have been quick to respond to disappointing results in reading at the end of key stage 2 this year. Displays abound about the importance of reading, and staff model reading for enjoyment throughout the school. Pupils love the ‘reading retreat’ area set up for quiet reading in each classroom. Home–school reading logs show that the less able pupils are heard to read regularly in school and increasing numbers of parents and carers are reading at home with their children. The school has invested heavily in good-quality texts, which drive curriculum themes, and in high-interest but easier texts for struggling readers. Pupils know which aspects of their reading they need to work on and leaders rigorously track individuals’ progress to provide additional support where needed. As a result, the majority of current pupils, including disadvantaged pupils, are making good progress and many more are on track to reach expected levels in reading in key stages 1 and 2 than last year. Pupils who read to the inspector were able to use their phonics knowledge to pronounce unfamiliar words correctly. The teaching of phonics in early years and key stage 1 is effective. The most able readers could explain their preferences for a favourite author or genre of book. Behaviour at the school is good. Behaviour management is a strength of the school. As a result, incidents of poor behaviour and fixed-term exclusions are reducing. Behaviour rewards and sanctions are clear and applied consistently. As a result, pupils understand exactly what is expected of them and are keen to please. Pupils feel safe, supported and confident that there is always a trusted adult with whom they can raise concerns. Pupils show a compassionate and mature understanding that some children need help to control their behaviour. Fewer numbers of fixed-term exclusions reflect the effectiveness of the behaviour policy and the expertise of adults who support the emotional needs of pupils. Governors know the strengths and weaknesses of the school well. They provide an appropriate balance of challenge and support to leaders. They regularly visit the school to see for themselves how improvement plans are progressing.

Epsom Downs Primary School and Children's Centre Catchment Area Map

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All attending pupils
National School Census Data 2020
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The concentration of pupils shows likelihood of admission based on distance criteria

0300 200 1004

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

Epsom Downs Primary School and Children's Centre Reviews

Average Rating:


“Our sons have had a great education here”
"> A fabulous school with brilliant teachers and fantastic resources. A farm, outdoor learning, sports, clubs and an enriched curriculum. Every child is treated as an individual and all abilities do extremely well because each child is challenged and expected to do their best. I could not have chosen a better school for both our sons.
“A fabulous school”
"> Due to moving this is our 2nd primary school and I'm very pleased we moved! The school has a wonderful community feel and the children are highly valued. Every member of staff we have encountered has been friendly, willing to listen and passionate about the children in their care. The strong leadership of this school shines in everything the school does. The farm and allotments are a valuable asset to the school who boast an amazing enrichment programme that the children seem to enjoy immensely. I am proud to say my children attend this school.
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