Southfields Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Southfields Primary School. They look forward to coming to school every day. Leaders have created a haven for pupils within a busy inner-city location.

Staff know their pupils well. They provide a happy and welcoming school.

Pupils know the importance of showing the school's four values.

These are: 'good learning, accepting, respect and kindness'. Leaders have created the 'Tiger Team', four animated characters. Pupils love the characters which help them understand the values.

Leaders give pupils a wide range of responsibilities. Some pupils are peer mediators. They help their peers reflect on their actions and behaviours at... playtime and lunchtime.

Relationships between pupils are respectful as a result. Pupils also have opportunities to be playtime leaders, school councillors and young ambassadors. They represent their school in city-wide events.

Staff deal with any incidences of bullying quickly. Pupils feel safe. Behaviour in classrooms is mostly calm.

Lunchtimes are orderly and pupils have many activities to engage with.

Leaders have high aspirations for all pupils. Many pupils join speaking English as an additional language.

Staff provide opportunities for most pupils to practise speaking English and to develop their vocabulary. They are well supported.

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

The headteacher has acted quickly to improve the curriculum and the learning experiences of pupils.

This includes pupils with special educational needs and/or disabilities (SEND). Governors have also appointed other new leaders and teachers. Leaders have identified the key knowledge, skills and vocabulary they want pupils to know, including in the early years.

In most subjects, the curriculum is well sequenced from early years to Year 6. Pupils are beginning to know more of the curriculum as a result. The new leadership team is now checking the impact of the revised curriculum on pupils' learning.

Teachers have secure subject knowledge across the curriculum. Leaders have a sharp focus on regular training to support teachers. Staff highly value this training.

The delivery of subject-specific knowledge has improved. Curriculum delivery is underpinned by the English language. There are quality verbal interactions between pupils and staff.

This supports most pupils. Leaders do not yet provide the same opportunities for the youngest pupils in the school. Activities and resources are well matched to the learning expectations in most lessons, including in the early years.

Pupils with SEND are included in the curriculum. They take part fully in school life. Some pupils with SEND do not have adapted quality resources they can access during their learning.

This means they do not always get the help they need. Leaders have improved systems to identify pupils with SEND.Phonics is taught from the start in early years.

Teaching pupils how to read is a high priority. Staff teach phonics with accuracy most of the time. Leaders make regular checks on pupils' phonic knowledge.

Staff know individual pupils' needs and target their support effectively in most cases. However, some pupils who have the lowest reading ability are not progressing quickly enough. Most pupils who need extra help read regularly to an adult.

A few pupils who do not read regularly are less fluent. Leaders have selected a range of books and authors to enhance the curriculum. This includes in early years.

Pupils across school have developed a love of reading and books.

Pupils behave well in class and around the school. They learn well.

Leaders support pupils to reflect on their behaviours and learn from their actions. Pupils who need extra help with their behaviour are supported well by staff and leaders. Pupils attend school regularly.

Each week they are eager to earn the class trophy for the highest attendance.

Leaders prepare pupils well for life in modern Britain. They understand what it means to be a good citizen.

Pupils accept and celebrate people who are different to them. They have a strong understanding of healthy relationships and of how to keep themselves safe. Leaders focus on teaching boys and girls about their feelings, identifying risks and dangers and explaining how to seek help.

The headteacher provides strong and effective leadership. Governors support the recent changes to curriculum planning and implementation. Staff are inspired to support new curriculum developments.

This is having a positive impact on pupils' learning in a short period of time. Leaders consider teachers' well-being and workload when implementing changes.

Parents are mostly positive about the school.

Leaders have created innovative ways to gain the views of parents, for example electronic surveys which translate into their chosen language.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff have regular safeguarding training and updates.

They understand the risks of abuse, exploitation and radicalisation. Staff and leaders know the needs of their pupils well. Leaders work closely with external agencies when supporting families.

Processes for managing any allegations about staff are in place. Leaders complete all the necessary checks when recruiting new staff.

There is a strong focus on teaching pupils how to keep themselves safe.

This includes online safety, outdoor dangers and protecting their bodies. Pupils can identify the dangers of potential exploitation as a result. They can name trusted adults to help them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some changes to the curriculum have only been implemented very recently. Leaders do not yet know the impact of these changes on pupils' learning. Leaders need to continue their work on embedding the new curriculum and ensure that plans are having the desired impact on pupils' subject-specific knowledge.

• Some pupils do not read regularly enough and do not receive quality support. They are not catching up with their peers quickly and are falling behind in their reading. Leaders should provide the specific support pupils need to accelerate their reading.