We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of South End Infant School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding South End Infant School.
To see all our data you need to click the blue button at the bottom of this page to view South End Infant School
on our interactive map.
South End Infant School is a happy place. As one parent typically stated: 'This is a school that really cares about its pupils.'
Pupils 'skip' to lessons and have really positive attitudes to their learning. Pupils do well.
There are a range of opportunities for pupils to have positions of responsibility.
They vote for the books they want to read at the end of the school day. The school's pupil 'Trustees' take their roles very seriously. They help pupils make appropriate choices, find friends and behave well.
These are highly regarded and sought after positions. As one pupil stated in their application: 'I want to help people and be kind to people.'...
The school's values of 'respect, pride, aspiration, courage, independence and perseverance' underpin all the school does.
Pupils understand the significance of them. They help direct the way pupils interact with each other. When pupils disagree, they do so respectfully and reason with each other.
Pupils learn how to be positive citizens.
The '3Bs – be respectful, be responsible, be ready to learn' ensure pupils behave well. Pupils are courteous to one another.
They say bullying occasionally happens but is always dealt with effectively. Pupils know the school keeps them safe.
What does the school do well and what does it need to do better?
The school places considerable emphasis on ensuring all pupils learn to read.
Highly skilled staff deliver the phonics programme effectively. Any misconceptions that pupils may have are swiftly picked up and corrected. Should pupils fall behind the school's and age-related expectations they receive the support they need to catch up.
Beyond phonics, the school ensures that pupils have access to read a wide range of books. Pupils talk positively about reading. They enjoy the way teachers bring books to life and engage them in the content during daily class reading.
Parents support their child by taking part in weekly class reading sessions with the pupils.
Considerable work has been undertaken recently to improve the curriculum. There is a well organised and constructed curriculum.
This has ensured that pupils now make good progress in acquiring knowledge that is set out in school's suitably ambitious and intended curriculum content. Nevertheless, this progress is not yet manifest in the school's current end of key stage 1 published data. Staff subject knowledge is strong.
The school's 'golden threads' guide teachers' practice when delivering lessons. Teachers present information in a clear and concise manner. Staff challenge pupils' thinking during lessons.
Misconceptions are appropriately addressed. Pupils develop an understanding of subject-specific vocabulary and they apply it in their learning, which has been identified by the school. In a few subjects, the checks on what pupils know and remember are not well established.
Referencing of prior teaching and making strong links between previous learning is not yet routine. For some pupils this has led to some gaps emerging in their subject knowledge.The school has a clear understanding of what it does well and where it needs to improve.
It has rightly focused on developing leadership throughout the school. This ensures that subject leaders understand their roles. However, the process of checking the effectiveness of some subjects is still in a stage of development.
A few subject leaders have not had the opportunity to check on their subject area to ensure that it is implemented consistently well. This means there are some inconsistencies in how well the curriculum is implemented in different classes and year groups.
Children in the early years foundation stage (EYFS) engage in a variety of well-planned learning activities.
Adults support children well in the environment. Teachers encourage children to engage and learn alongside each other. For example, two boys were working well together to try to transfer water from one container to another.
Adults engage with children in role play. They extend children's vocabulary as they support them. Children are proud of their achievements.
They proudly show off their best work on the washing lines in the EYFS classrooms.
The school is ambitious for pupils with special educational needs and/or disabilities (SEND) to achieve. There is a clear strategy for identifying the needs of these pupils.
Teachers identify small steps of progress for pupils. This enables pupils with SEND to achieve their targets. Pupils achieve in line with their peers because the school makes appropriate adaptations in lessons.
The school keeps parents informed at all stages of their child's progress.
Pupils' attitudes to their learning are really positive. They are keen to learn and attend school regularly.
Pupils say behaviour is good. They play well with each other and are caring of one another. The school is a calm and orderly place because routines are well established.
Pupils are highly respectful of difference. They learn about the wider community and have a good understanding of diversity and inclusion. These concepts are woven throughout the curriculum.
The school makes effective use of visits to consolidate learning and stimulate pupils' thinking. Trips to the local park and zoo enrich the curriculum offer further. There are a wide range of clubs on offer.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, the checks on what pupils know and remember are not well established. Referencing of prior teaching and making strong links between previous learning is not yet routine.
This means there are gaps in a few pupils' knowledge. The school should ensure that they routinely check what pupils can recall and fill any gaps in their learning where necessary. ? The process of checking the effectiveness of some subjects is still developing.
A few subject leaders have not had the opportunity to check on their subject area to ensure that it is implemented consistently well. This means there are some inconsistencies in different classes and across different year groups. Leaders should ensure that there is a consistent approach to teaching and that teachers consistently deliver their curriculum the way it is intended.
