South Norwood Primary

Highlights from Latest Inspection

What is it like to attend this school?

Pupils like their school. They are happy, safe and enjoy learning.

Pupils said that they would go to an adult if they were worried, but that adults would notice first and check that they were okay.

Leaders want 'every school day to be an extraordinary day' and plan additional experiences for all pupils to undertake. For instance, pupils can expect to visit museums, theatres, and places of worship during their time at the school.

Leaders have high expectations for how pupils behave and learn. Pupils understand and follow the school rules, including at break and lunchtimes. Staff make sure that pupils are well prepared for life in modern Britain.

For e...xample, older pupils promote diversity and educate their peers on all aspects of difference through the 'diversiteam'. Pupils learn what bullying is and is not. Bullying is uncommon and dealt with effectively.

If it does happen, pupils would tell an adult and expect them to resolve it quickly.

Pupils typically achieve well. Leaders plan learning, so that it is meaningful for pupils.

They link learning to the local area where this is possible. For instance, pupils celebrated the school's 150th birthday last term. They compared monarchs, transport, and clothing in 1872 to the present day.

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

Leaders have put in place a well-designed, and ambitious curriculum. They have carefully considered how to adapt learning while keeping all pupils, including those with special educational needs and/or disabilities (SEND), on the 'same journey'. Pupils in the enhanced learning provision benefit from targeted support that helps them to access the broad curriculum.

The specific knowledge that pupils need to secure has been identified in all subjects.The curriculum is well sequenced to ensure that pupils have opportunities to revisit their learning. This supports teachers to emphasise important ideas and vocabulary, so that pupils practise and learn to use words confidently.

For example, in Reception, children use words like 'sacred' when learning about different religions.

Staff typically check what pupils know and remember. They use this information to ensure that any misconceptions are addressed.

For example, in mathematics, leaders have identified that some pupils are not secure in their knowledge of times tables. Teachers make sure that these pupils have additional opportunities to practise.

However, in some subjects, leaders' work to ensure that pupils grasp and remember knowledge is at an earlier stage of development.

In these areas, pupils have not consistently secured the knowledge they need to tackle more difficult learning. For example, leaders have recently changed the modern foreign language that pupils study to Spanish. The curriculum content has been adapted to take into account the knowledge that pupils will need.

Nevertheless, these changes are not embedded. Sometimes, older pupils are not sufficiently prepared for what they need to learn and remember.

Leaders prioritise reading.

Children in the Reception Year start to learn phonics as soon as they begin school. The phonics programme is well established, and staff are well trained to teach it. Pupils that need to catch up with their reading get enough time and expert support to do so.

Pupils read with accuracy and fluency from books that are appropriately matched to the sounds that they have learned.

The curriculum has been designed to help pupils to understand the importance of good physical and mental health, including appropriate relationships. Pupils have many opportunities to take a lead in their school and bring about change.

For example, school council members explained how they had influenced the school lunch menu to include more vegetarian options. They also asked school leaders to provide more left-handed pens. Pupils behave well.

They are positive and purposeful in their learning, demonstrating mutual respect towards adults and their peers.

Governors understand their role and the journey of the school well. This means that they have identified appropriate priorities for improvement.

They hold leaders to account for the effectiveness of their work. Trust leaders provide consistent and regular support. They perform their statutory responsibilities effectively.

Leaders have prioritised professional development. As a result, staff are generally well prepared and knowledgeable about the subjects that they teach. Leaders also ensure that experienced staff members are paired with newer staff, as a way of providing ongoing coaching and training.

Staff feel extremely well supported by leaders in terms of their workload and well-being. They stated that leaders are approachable and provide solutions to any issues that arise. Leaders support staff at the start of their careers particularly well.

They make sure that they understand how to manage their workload and provide additional time for professional development.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors have a firm understanding of the potential risks that pupils face.

Staff receive appropriate training to spot signs that might indicate a pupil is at risk of harm. Adults know to report any concerns swiftly. Leaders ensure that pupils are taught about the dangers around them, including when online.

For example, pupils learn not to share personal details when using the internet and understand how to stay safe near the local railway lines.

Leaders work effectively with external agencies to secure help for pupils when appropriate. They manage safer recruitment appropriately.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of foundation subjects are at the earlier stages of implementation. This means that, at times, pupils are not secure in the prior knowledge that they need to learn well in these subjects. Leaders should continue their work to help pupils fill gaps in their knowledge and ensure that the curriculum is implemented consistently well in all subject areas.