Simonside Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Simonside Primary. They arrive at school with smiles on their faces to be greeted warmly by staff.

There is an infectious sense of happiness and community. Pupils behave well in lessons and when they are moving around the school.

Staff are warm, kind and nurturing to the pupils.

In return, pupils show good manners and consideration to both adults and their peers. Leaders and pupils have worked together to create clear rules for behaviour in school. This supports pupils in making positive choices and behaving well.

As a result, pupils enjoy school and attend regularly. Parents speak highly of the school.

The school ...provides pupils with a wide range of opportunities to take on responsibility.

Pupils are proud to hold roles on the School Council or the Eco-committee. Every pupil, including pupils with special educational needs and/or disabilities (SEND), is encouraged to develop their interests and talents in sport, music and the arts.

The school has high expectations of pupils' learning.

This year there have been noticeable improvements to outcomes at the end of Reception and key stage 1. While there have been some improvements this year to results at the end of key stage 2, more work is needed to ensure that all pupils are ready for the transition to secondary school.

What does the school do well and what does it need to do better?

The 2023 Year 6 national assessment outcomes do not reflect the quality of the curriculum offer at Simonside Primary.

Turbulence in staffing and disruption to learning during the pandemic have had a negative impact on pupil outcomes. The school has not monitored the implementation of the curriculum consistently well in all subjects. It has not identified gaps in staff knowledge and training effectively enough.

As a result, some pupils in key stage 2 were not ready for the transition to learning in key stage 3.

The school has made improvements to the curriculum, pupil behaviour management and support for students with SEND. The school's vision, underpinned by mutual respect, is clearly understood by all.

Leaders have raised expectations of what pupils can achieve. Pupils have confidence in their own abilities and have high aspirations for future careers.

The school's curriculum is logical and ordered coherently.

It sets out what pupils must remember and when. As part of the work to develop the curriculum, the school has thought carefully about what pupils need to learn about their community and heritage. The curriculum is equally ambitious for all pupils.

The positive atmosphere felt throughout the school begins in Reception. Early years staff are calm and gentle as they introduce children to new rules and routines. The environment is bright and inviting.

Staff choose resources carefully so that children can be as independent as possible in their learning. Staff engage in purposeful conversations with children to promote vocabulary development and early mathematical knowledge.

Starting in the early years, the curriculum builds around vocabulary and knowledge in a structured way.

This helps pupils develop and connect their learning in and across the different subjects. Staff develop lessons across the curriculum that match pupils' needs and abilities. They use assessments effectively to identify strengths and areas that need further work.

The teaching of phonics is effective. Leaders ensure that pupils receive the support they need to help them become confident and able readers. Some staff have recently undertaken refresher training for the phonics programme.

This has improved the consistency of phonics teaching between groups of children. The school has planned further training soon so that all staff become experts in the teaching of reading.

Pupils enjoy weekly visits to the school library where they can access a wide range of well-chosen books to match their interests.

Pupils like discussing the books that they read and especially enjoy the daily class reading time.

The school has embedded the personal development programme with care across the whole curriculum. Teachers support pupils to develop their understanding of mental health and well-being.

This helps pupils to make sensible choices and manage their feelings and emotions well. Teachers teach pupils about the risks that they may face and help them to develop strategies for different situations. Pupils can confidently discuss staying safe online and the advantages of being physically fit and healthy.

All pupils access a range of educational visits each year that are linked to their curriculum.

Leaders consider the well-being of staff carefully and are mindful of the pressures of workload. Governors have a good understanding of their statutory duties and responsibilities.

They understand the school well and undertake their role effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

¦ Due to turbulence in staffing, the school has not monitored the implementation of the curriculum in some subjects consistently well over time.

The school has not addressed the gaps in staff understanding and training quickly enough in these subjects. This has had a negative impact on pupil outcomes at the end of Year 6. Leaders must ensure that all staff have the training and support they need to deliver the curriculum consistently well in all subjects so that pupils are fully prepared for the rigour of the key stage 3 curriculum.

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