Southfield Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Southfield Primary Academy are happy, feel safe and are well supported by staff.

There are strong relationships between staff and pupils. Staff are supportive and caring in their manner with pupils. There are a variety of opportunities for the pupils to act as leaders throughout the school, which the pupils fully embrace.

Staff have high aspirations for the pupils. The pupils know that staff want them to do the very best that they can. Pupils work hard in lessons.

Pupils are friendly and polite. On occasion, some pupils become distracted in lessons. However, staff are very quick to respond to this.

In the playground, pupils are happy to pla...y with children from other year groups and welcome them into their games. Pupils know what bullying is and say it does not happen often. However, when it does, leaders are vigilant to act quickly to stop it.

Parents and pupils are positive about the experience that they receive from the school; many referred to the exceptional support that they have received.

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

The curriculum is rich and varied. In each subject, leaders have identified what they want pupils to learn each year, from the early years to Year 6.

In most subjects, this knowledge is broken down and taught in small steps and set out in a logical order. This helps pupils to know and understand their learning. In subjects where the curriculum is newer and less established, pupils' knowledge and understanding are not as developed.

The reading curriculum is well thought through and taught. Leaders provide training so staff know how to teach phonics well. Lessons are clearly structured.

Leaders ensure that children can keep up, with some receiving support to do this. Pupils throughout the school have a clear love of reading. They enjoy the real-life stories and books which are on offer.

For example, 'Refugee Boy' has been a big hit with Year 6.

The curriculum is well planned and sequenced to support pupils to remember what they have learned. For example, vocabulary in history is known, remembered and applied by pupils.

In physical education (PE), a new sequence of learning is being followed from the early years to Year 6. Pupils benefit from this curriculum, developing an increasingly broad and precise range of skills and can explain the importance of exercise to keep themselves healthy.

In the early years, there are planned activities to support children's learning.

Children are focused on their learning, whether it is making birthday cakes in the sand pit, colouring and talking about their pictures or singing and dancing. Adults model interactions well and extend children's learning through careful questioning.

Leaders take time and care to ensure that pupils' needs are accurately identified so that the right interventions can be in place.

Pupils with special educational needs and/or disabilities are supported well in the classroom. Staff question pupils well to support pupils' learning and understanding. The pastoral team assist pupils with a wide range of additional therapies to develop their motor skills, social skills, language and vocabulary.

Classrooms are calm and orderly environments. Staff use a range of strategies to manage pupils and respond well to individual pupils' needs. In the classrooms, there are well-established routines and clear expectations.

Through the ambitious programme of extra-curricular opportunities, children develop their skills and interests. For example, a trip to Cambridge University showed pupils what opportunities await after they complete their compulsory education. Pupils can attend sporting and non-sporting after-school clubs.

These enable them to widen their skill set. The school values have a clear link to fundamental British values. Pupils speak confidently about the values and the impact they have on them.

The well-being of all is an important part of school life. Leaders are supportive and ensure staff workload is manageable. Leaders have an open-door policy.

This ensures strong teamwork with staff, governors, parents and the trust. Leaders are aware of the school's strengths and areas for development and have high ambition for all.

Safeguarding

The arrangements for safeguarding are effective.

Regular and relevant staff training is completed to ensure that staff have the appropriate knowledge to act quickly and effectively. There are clear processes to report concerns that staff understand.

Pupils learn how to keep themselves safe.

They know who their trusted adults are or where they can go to speak to an adult if they need to.

Leaders liaise effectively with a range of agencies to ensure that they can keep pupils safe. Arrangements for checking the suitability of staff and volunteers are rigorous.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not clearly identified the knowledge that pupils must learn and how this builds from year to year. Where this is the case, pupils do not develop a deep understanding of these subjects. Leaders should ensure that they continue their work to improve the curriculum in these areas, specifying what pupils are expected to be able to know at each stage of their learning.

• Some teachers do not have the required knowledge to deliver the curriculum in some subjects. As a result, they do not explain or guide pupils precisely enough, which slows pupils' progress. Leaders should ensure that they provide professional development opportunities for staff, so they can enact the curriculum as leaders intend.

Also at this postcode