St Andrew’s Southgate Primary School (CE)

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love attending St Andrew's Southgate.

As soon as they start in Reception, they are well cared for and encouraged to look after each other. The school's values of compassion, service, peace, thankfulness, stewardship, and justice are demonstrated in the positive relationships between pupils and staff.

Leaders and staff at all levels have high expectations for all pupils, and as a result, published outcomes show that most pupils progress and achieve well at all ages.

Pupils learn clear routines for behaviour inside the classroom and around the school. Their behaviour is excellent. This results in a harmonious community, where pupils are kept safe and are... happy.

Leaders organise a wide range of opportunities for pupils to contribute to the life of the school. For example, the school council was consulted on improvements to the playground. The school organises community 'out and about' projects for every class.

These include working with local care homes, collecting for local charities or helping to clean up the local area. From these opportunities, pupils learn the importance of making a positive contribution to their community.

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

Reading is at the heart of the curriculum.

The teaching of phonics is mostly consistent, and leaders have ensured that staff who teach phonics have regular training. Staff use assessment well to check pupils' understanding. When staff spot that a pupil is falling behind with their reading, they put in place extra help for them to catch up.

These activities help pupils to close gaps in phonics knowledge. As a result, most pupils learn to read well. However, the provision for a small number of pupils with special educational needs and/or disabilities (SEND) and some of the weakest readers need further sharpening.

This will allow them to catch up with their peers more quickly. Pupils develop a love of reading and read with age-appropriate levels of fluency and expression. In all years, pupils get plenty of practice with books that match their skills.

Pupils broaden their vocabulary and comprehension skills through the wide selection of books in the library and diverse core texts in lessons.

In some subjects, such as mathematics and science, leaders have designed a curriculum that helps to build pupils' knowledge and skills progressively from Reception Year to Year 6. Most lesson activities are thoughtfully designed to help pupils know and remember more.

Consequently, pupils develop their knowledge and skills well in these subjects. However, a few subjects in the wider curriculum are going through a period of change. Leaders and those responsible for governance are supporting staff well in implementing these changes.

In these subjects, the precise knowledge the school wants pupils to know and remember is not yet identified for every year group. As a result, some pupils have gaps in their knowledge.

The school has prioritised pupils' attendance.

Leaders have put in place impactful strategies and support for pupils and families. As a result, attendance is high and persistent absence is low. Parents are very positive about the school and the changes new leaders have made to the quality of provision.

Staff are overwhelmingly positive about working at the school. They implement the school's behaviour policy consistently and feel well supported by leaders. Lessons are calm and productive.

Pupils show highly positive attitudes to their learning and behave exceptionally well.

The personal development provision in the school is excellent. The school has carefully considered the experiences pupils need to have to be ready for their next stage.

For example, every class has a wide range of educational visits to art exhibitions, museums, and places of worship. Leaders ensure they are prepared for the Year 6 residential by planning adventurous activities in other year groups. Sports tournaments are available for all pupils, and leaders ensure that pupils with SEND, and disadvantaged pupils are always represented in these groups.

Planned spiritual, moral, social, and cultural development activities such as reflections are built into the school day. Pupils value these experiences and their leadership roles as house captains, subject leaders, and buddies.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, including in the early years, the precise knowledge the school wants pupils to know and remember has not been identified for every year group, and in some cases, the knowledge has not been sequenced well. This means that some pupils may develop gaps in their knowledge. The school should ensure that subjects are coherently planned and sequenced well, including in the early years, with appropriate adaptations made for pupils with SEND and those at the earliest stages of reading.

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