South Street Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and their families are proud of their school. Pupils embrace the importance of friendship.

They appreciate the diverse community. Pupils are safe in the school. Adults support them in a range of different ways.

Bullying and unkind behaviour are rare. Pupils are polite and considerate of others. They thrive socially in the nurturing environment the school provides.

Pupils increasingly benefit from a high-quality education. The school has raised standards since the last inspection. Pupils enjoy their lessons.

They achieve well and develop a depth of knowledge over time. They enjoy the way staff bring learning to life. This includes making links ...to the local area and using imaginative resources.

Children in the early years get off to a positive start. They experience meaningful learning in a highly engaging environment.

Pupils enjoy enriched learning beyond the academic curriculum.

They take part in a range of clubs that develop their art, sport and cookery skills. Pupils also learn from external speakers and visitors, such as the recent and inspiring Anne Frank workshops. They learn important lessons about equality and discrimination.

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

The quality of education has improved since the last inspection. The curriculum is thoughtfully designed. The school is ambitious for what pupils can achieve.

In mathematics, pupils' progress is significantly above the average progress nationally. They benefit from a curriculum that meets their needs. Children in the early years enjoy an immersive learning environment.

In nursery, children concentrate on tasks well. They share and welcome others into their games. For example, they pour tea for one another during role play and take turns to talk.

Work has begun to link the early years curriculum with the full range of subjects taught in Year 1. For older pupils, aspects of the curriculum are also new. The impact of the school's work on the curriculum is not fully realised or embedded.

The school focuses strongly on staff development. Teachers and teaching assistants have thorough subject knowledge. They explain learning to children well.

Relationships are a strength in the classroom and beyond. However, the school's ambitious curriculum is not implemented consistently well. Some pupils, including those with special educational needs and/or disabilities (SEND) do not achieve as well as they should.

The curriculum is not adapted sufficiently well in some subjects to help these pupils to make effective progress.

Reading is a high priority in the school. The teaching of phonics begins in Reception through daily lessons.

Staff revisit this learning throughout the day. They are well trained to deliver phonics. They use targeted interventions to support pupils who fall behind.

Although improving over time, phonics outcomes are not as strong as the school would like. Support for reading continues throughout the school. All pupils read to an adult regularly.

Pupils have developed a love of reading. They enjoy a range of well-chosen and diverse texts. The school promotes reading well.

Pupils are enthusiastic about hearing their teacher read. They relish daily 'stop, drop and read' sessions. They also benefit from visits to the local library.

The school is a welcoming place that pupils enjoy. It is a calm and orderly environment for learning. Pupils behave well.

They understand the behaviour system. Staff apply behaviour rules fairly and consistently. Pupils' attendance has rapidly improved.

The school develops close relationships with pupils' families. It liaises well with the wider community to reduce the barriers to pupils' regular attendance. The school ensures pupils benefit from the improving quality of education it provides.

Pupils experience varied learning beyond the academic curriculum. They have a mature understanding about how to stay safe on- and offline. Pupils are passionate about equality of opportunity.

They benefit from weekly assemblies that focus on respecting the rights of others. Pupils learn to be effective citizens. They take on leadership responsibilities willingly.

For example, some pupils in Years 3 to 5 are proud to be young interpreters. These pupils receive training to support pupils who speak English as an additional language. They also provide tours of the school when new families move into the area.

The school is now providing an effective education for its pupils. Pupils experience an increasingly high-quality curriculum. They enjoy opportunities that help them to develop their interests.

Strong and empathetic leadership has resulted in positive relationships with the community. Parents and carers are overwhelmingly proud of the inclusive nature of their school. Governors are committed to ensuring high standards for the pupils.

They know the school well and check the work of senior leaders. Staff are happy to work at the school. They are supported well to do their jobs.

Leaders motivate them to keep improving their practice.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum is not implemented consistently well.

Some pupils, including pupils with SEND, do not achieve as well as they should. The school should continue its programme of staff development to improve the implementation of the curriculum further. ? The school has undergone significant change over recent years.

Many aspects of the curriculum are new and are not fully embedded. There is some variability in the quality of education pupils receive. The school should continue to improve the monitoring and evaluation of the curriculum from early years to Year 6 so that the impact for pupils is fully understood and improvements are made where necessary.