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This is a good school The executive headteacher has built a strong team of skilled leaders. Together, they have provided determined leadership to the school. Teaching is good and pupils achieve well.
Subject leaders in English and mathematics are highly effective in their roles. They have had a notable impact on the quality of the curriculum and the consistency of teaching in their subjects. Teachers have good knowledge of the subjects they teach and explain the learning to pupils clearly.
Teachers check frequently to ensure that pupils have understood the learning. The teaching of mathematics challenges all pupils, particularly the most able. Pupils have good... reasoning and problem-solving skills.
The pupil premium is spent effectively on promoting pupils' learning. Disadvantaged pupils, including those who are most able, make good progress in reading, writing and mathematics. Pupils with special educational needs and/or disabilities (SEND) make good progress.
Teachers plan well for their full inclusion in all lessons. The quality of teaching in science is good. The highly effective subject leader has developed the curriculum well.
Pupils make good progress in skills of scientific enquiry. Pupils work hard, enjoy their learning and behave well. They say they feel safe in school and other pupils are friendly.
Governors maintain a close oversight of the work of the school. They have been instrumental in supporting leaders to bring about improvements quickly. Leaders hold a wealth of information about pupils' progress.
However, this is not evaluated and shared among leaders and governors with sufficient clarity. This hinders leaders in checking the success of the school development plan. Although writing is taught well, teachers do not develop pupils' writing well enough in subjects other than English.
In their writing, pupils' use of grammar and vocabulary sometimes lacks accuracy. This limits their progress towards the higher standard. Pupils are confident readers.
Teachers use high-quality children's literature to develop pupils' reading. However, the teaching of comprehension is not effective enough to support those pupils who need to catch up. The majority of parents and carers responding to Ofsted's online survey value the good education their children receive.
However, some parents do not believe that leaders respond well to their concerns.
Information about this school
Southfield Junior School is a two-form entry school for pupils aged 7 to 11 years. The school is in an informal partnership with Eastrop Infant School.
The executive headteacher leads both schools. The role of special educational needs coordinator and designated safeguarding lead is also shared with the infant school. The school is smaller than average, but pupil numbers have increased since the previous inspection.
Almost all pupils are from a White British background. The proportion of disadvantaged pupils supported by the pupil premium funding is broadly in line with the national average. The proportion of pupils with SEND is broadly in line with the national average.
The proportion of pupils with an education, health and care plan is lower than the national average. Pupils from the school attend a breakfast club operated by the partner infant school. The school provides after-school care for pupils from both schools.
