Part of castle school education trust

"Castle School Education Trust is committed to high quality education across the primary, secondary and sixth form key stages. Our schools cover the South Gloucestershire area. We encourage independence within each school within a strong framework of values."

Visit Website
Useful Links

Useful Links


  • Summer 2019 GCSE and A level certificates will be available to collect from reception from Monday (25th Nov) until the end of term

British Values and SMSC


At Downend we want our students to become ‘the best possible versions of themselves’ who demonstrate 5 key attributes. These are linked to our 5 core PRIDE values which underpin our overall culture. These are the means by which the whole community operates both inside and outside the classroom and  will be evident in the core behaviours of our students, which we work tirelessly to promote.

Core values

Core attributes

Core behaviours


Socially confident 

Our students include everyone and can communicate effectively in any environment. Our students will be both leaders and team players and will interact effectively with team members to make a positive contribution.



Our students are kind, well-mannered and act with integrity at all times. They are open-minded, thoughtful and considerate.


Secure and tolerant

Our students are adventurous and optimistic. They value themselves and their community and they embrace differences, new ideas and change. 



Our students are enthusiastic, determined, and fearless. They are self-motivated, enterprising and grasp the opportunities they are given.


Intellectually agile 

Our students are intellectually ambitious, curious and good at thinking on their feet. They are creative, driven and full of hope.


The Curriculum at Downend School

“A curriculum breathes life into a school’s or person’s belief in the purpose of education.”

At Downend School we will offer a curriculum model that provides all students with the opportunity, knowledge and skills to nurture intellectual, emotional, social, creative and physical development.

Subject disciplines will be used to organise the curriculum purposefully so that students have access to powerful knowledge and skills in order to interpret and improve the world. This knowledge will be taught in a logical order and pace, which will be suited to student age and prior learning and sequenced to be remembered.

Teachers and leaders will understand the links within and across subject disciplines so that review or repetition of content fits coherently within the bigger picture and a common approach to key curriculum threads will be woven through all subjects.

Key questions

  1. Does our curriculum offer nurture intellectual, emotional, social, creative and physical development?
    1. Are we offering the best breadth and balance of subjects for all students?
    2. Is our extra-curricular provision broad, balanced and an entitlement?
  2. What do we consider to be powerful knowledge and skills? (This is a value judgement)
    1. Generally? (The canon? Diversity? Like-skills?)
    2. At subject level - what do we want them to learn? How? Why? (“We are learning about x today...It is important to know this because….and it will help us to…?)
  3. Do we know enough about age-related progression and prior learning?
    1. Empirical evidence
    2. KS2 - NC and feeder primary schools
  4. How effective is our curriculum mapping and planning?
    1. Do we make use of cognitive science findings regarding sequence and pace so that content is taught to be remembered?
    2. Do we know where we review and repeat within and across subjects to maximise learning?
  5. What are our key curriculum threads and is there a common approach?

(Literacy? Oracy? Numeracy? SMSC?)