Southwood School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Most pupils achieve well from their below average starting points and reach expected standards in English and mathematics by the end of Year 6. Teaching has improved from satisfactory to good since the last inspection and, as a result, all groups of pupils make good progress.

Pupils' past progress is used well by teachers in planning next learning steps to see that pupils continue to make good progress. There is a high level of harmony and mutual support across the wide range of cultures within the school, and there is effective support for pupils who need to share any personal concerns. Pupils are polite and courteous.

Behaviour and att...itudes are good and make a significant contribution to achievement. Pupils say that they feel safe in school. Leadership and management are good.

The skills and strong determination of leaders and governors have meant that the school has focused upon reaching high standards and improving progress. Staff appraisal and training contribute to pupils' good progress and better standards. The school promotes pupils' spiritual, moral, social and cultural experiences well through all aspects of their academic and personal development.

It is not yet an outstanding school because : Pupils' ability to assess their progress and next learning steps within lessons is not fully developed. The role of information and communication technology in supporting learning is not sufficiently developed. Teachers' written feedback does not give enough guidance for pupils to be able to know how to improve their work.

Information about this school

Southwood School is smaller than the average-sized primary school. The school is part of a hard federation with Downs Barn Infant School. The schools share a headteacher and governing body.

The proportion of pupils known to be eligible for the pupil premium is above average. The proportion of disabled pupils and those with special educational needs supported through school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is also above average.

Pupils come from a wide range of backgrounds. The largest group is White British, the next largest comes from Black African backgrounds and there are small numbers of pupils from a wide variety of other groups. The school meets the government's current floor targets, which set minimum expectations for progress and attainment.