Southill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils live up to the school's aims of being 'happy, confident and prepared' at Southill. They enjoy coming to school.

Leaders' focus on positive relationships means that pupils experience good role modelling and pastoral care.

This builds trust between staff and pupils. Pupils are eager to participate in lessons and are confident during discussions. They listen attentively, showing mutual respect for adults and their peers.

Pupils behave well and learning is rarely disrupted. Teachers have high expectations of pupils and pupils strive hard to meet these expectations. Pupils are clear about the rewards and consequences, which they feel teachers apply fairly a...nd consistently.

Pupils say that bullying rarely happens but, if it does, staff act swiftly and effectively to stop it.

Pupils know that looking after their mental health is important. They enjoy the learning they do to develop self-esteem and resilience.

They carry out their responsibilities with pride. For example, being a reading champion or a bronze ambassador means pupils contribute to decision-making. Year 6 pupils look forward to being a buddy for Reception children, where they model nurture and encouragement.

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

The curriculum is well sequenced with the knowledge that leaders want pupils to learn. Leaders have carefully identified any content missed as a result of the COVID-19 pandemic. They have then adapted the curriculum to reduce these gaps in knowledge.

Teachers check on pupils' learning and adjust their teaching to meet the needs of pupils. This means pupils build on what they already know.

Subject leaders in English and mathematics make regular checks on how well the curriculum is implemented.

Senior leaders evaluate this accurately and use this knowledge to support teachers to deliver the curriculum as leaders have planned. In some other subjects, leadership is not yet as developed. This means leaders do not have as accurate a picture of how these subjects are being implemented in the classroom.

Leaders ensure that there is a real love of reading throughout the school. Staff and pupils are rightly proud of their new library. The range of texts that pupils read or study is broad and interesting.

Developing fluency is a priority, so pupils begin to learn how to segment words and blend sounds as soon as they start school. They quickly become confident readers. Older pupils build on this fluency to develop a range of reading skills, which they use on more complex texts.

Pupils with special educational needs and/or disabilities (SEND) have their needs accurately identified. Pupils, parents and carers have a voice in the plans created to support them. In many cases, teachers use these plans to provide well-matched learning in the classroom.

However, at times, some pupils with SEND are over-reliant on adult support because teachers do not use these plans as effectively as they could to scaffold learning.

Leaders are committed to making sure that pupils have a wide range of rich experiences that broaden their personal development. Pupils take part in many trips, clubs and activities in their locality as well as further afield, such as a theatre trip to London.

Parents and pupils greatly value these opportunities.

Pupils show respect and tolerance for each other's unique qualities. They understand why some people might be discriminated against, including those with protected characteristics.

They learn how their bodies change and about different relationships, which prepares them well for future life.

Governors are passionate about, and proud of, their school. They challenge and support leaders effectively, which improves the outcomes for pupils.

Leaders at all levels demonstrate a strong commitment to a culture of well-being and workload management. Staff are very positive about leaders' support.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that a vigilant culture of safeguarding is in place. All staff know the risks to pupils and can identify signs of abuse. They record concerns using agreed systems.

This means leaders are able to respond swiftly to any reports.

Leaders' work with outside agencies means pupils and families get the right support at the right time. Leaders ensure that the right checks are made before employing staff.

Pupils are confident about ways to stay safe online. They learn about risks and how to keep themselves safe in the community. They trust all adults in the school to listen to them if they have a worry.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Foundation subject leaders are still developing in their roles. There are gaps in some aspects of their leadership, particularly in evaluating the implementation of the curriculum precisely. Senior leaders should ensure that subject leaders develop further their ability to monitor the effectiveness of the curriculum.

• Some pupils with SEND do not always have the right support to be able to access some areas of the curriculum well. This means they are often over-reliant on an adult to help them learn. Teachers must make sure that pupils with SEND get the precise support they need to help them progress through the curriculum more securely.

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