Southville Primary School

Inspection of Southville Primary School Bedfont Lane, Feltham TW14 9NP

p.1

Inspection dates: 17 and 18 January 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

p.1

Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 17 and 18 January 2023

p.1

What is it like to attend this school?

Leaders ensure that pupils are ready to learn. Pupils enjoy lessons because teachers make them fun. Teachers encourage pupils to concentrate and motivate them to do well. Pupils and staff are courteous and polite towards each other. Pupils are kept happy and safe here.

p.2

What is it like to attend this school?

Staff have high expectations for all pupils. The curriculum is broad. Leaders are knowledgeable about pupils, including those with special educational needs and/or disabilities (SEND). Teachers consider carefully how best to support all pupils.

p.2

What is it like to attend this school?

Pupils behave sensibly in and around the school. Staff encourage pupils to resolve any issues that may arise. Pupils know that staff are always there to help them. Adults deal swiftly with any incidents of bullying.

p.2

What is it like to attend this school?

Staff encourage pupils to take on responsibilities. Pupils valued the opportunities to be young leaders, sports leaders, class monitors and members of the school parliament.

p.2

What is it like to attend this school?

Parents and carers are generally positive about the school. They described staff as supportive, who often do everything that they can to resolve any issues. Leaders ensure that parents are kept well informed about their children’s learning.

p.2

better?

Leaders have identified ambitious end goals that they want pupils to achieve. The content that pupils learn in most subjects is well thought through, sequenced, and delivered effectively. Teachers’ subject knowledge in most subjects is secure. For example, in physical education, pupils are taught different ways of throwing and catching. They apply these skills within team games, such as dodgeball and netball. In a minority of subjects, the important knowledge pupils need to know and remember is not clearly identified or coherently organised. Consequently, teaching does not develop pupils’ subject-specific knowledge in these subjects.

p.2

better?

Leaders provide teachers with effective support and guidance to identify and meet the needs of pupils with SEND. Teachers support pupils with SEND to access the same curriculum as their peers. Staff use a range of resources to support pupils to develop their knowledge and skills. Occasionally, teaching does not identify and address misconceptions in pupils’ understanding.

p.2

better?

Leaders have prioritised early reading. Staff have been trained to teach phonics consistently. Leaders ensure that pupils have access to an extensive range of books that match the sounds that pupils know. Staff help pupils at risk of falling behind in reading to catch up quickly. Pupils enjoy listening to adults read to them. In early years, staff read a wide range of stories to children. They help children to develop their speaking and listening skills. 17 and 18 January 2023

p.2

3

Teachers support pupils to develop strong mathematical skills. They help pupils to use mathematical vocabulary accurately. For example, in early years, children used ‘fewer’ and ‘one more’ to compare numbers. In Nursery, staff encouraged children to recognise number patterns by singing rhymes.

p.3

3

Pupils cooperate well with each other. Staff respond to any low-level incidents in lessons quickly to minimise distractions to pupils’ attention. Highly skilled members of the pastoral team provide a wide range of support to help pupils with complex behavioural needs. Pupils are taught to describe their feelings and how to manage them. Leaders work closely with families to improve attendance.

p.3

3

Leaders encourage pupils’ contribution to the wider world. For example, pupils raised funds for local and national charities. Pupils speak confidently about gender equality. Teachers support pupils to understand the importance of equal opportunities in different professions.

p.3

3

The governing body has an accurate understanding of the strengths of the school. It assists leaders in considering how challenges are addressed. Staff are proud to be part of the school. Teachers, many of whom are in the early stages of their teaching career, felt very supported. Workload is manageable and staff well-being is given priority.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have developed a positive culture of safeguarding. They ensure that staff understand their responsibilities in how to keep children safe. Leaders and staff focus on building strong relationships within the school and local community. They know pupils and families well. Leaders identify the needs of pupils and families at the earliest opportunity. They access external help and expertise to provide appropriate support.

p.3

Safeguarding

Leaders ensure that pupils are taught how to be safe, including the potential risks when using social media and online.

p.3

(Information for the school and appropriate authority)

 In a minority of foundation subjects, the knowledge and skills pupils need to know and remember is not clearly identified or coherently organised. This means that in these subjects, teaching does not develop pupils’ subject-specific understanding routinely well. Leaders should ensure that all subjects are coherently sequenced, so that teaching builds on the important knowledge and skills that pupils need to know and remember. 17 and 18 January 2023

p.3

4

 On occasion, teaching does not identify and address misconceptions in pupils’ knowledge. This leads to gaps in pupils’ understanding. Leaders should ensure that teaching checks pupils’ understanding carefully, so that any misconceptions can be addressed swiftly, and pupils are well supported in building their knowledge consistently overtime.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 17 and 18 January 2023

p.4

School details

Inspection number 10255290 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 The school opened as a new primary school following the amalgamation of Southville Infant and Nursery School, and Southville Junior School in September 2018.

p.5

Information about this school

 The school currently makes use of one alternative provider.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

p.5

Information about this inspection

 Inspectors met with the chair and members of the local governing body, the headteacher, senior leaders, and a range of staff.

p.5

Information about this inspection

 Inspectors carried out deep dives in reading, mathematics, physical education, geography, and history. For each deep dive, inspectors met with subject leaders, 17 and 18 January 2023

p.5

6

visited a sample of lessons, met with teachers, spoke to some pupils about their learning and considered pupils’ work.

p.6

6

 Inspectors considered the curriculum in other subjects.

p.6

6

 Inspectors considered information provided about safeguarding arrangements. They scrutinised safeguarding records and the single central record. Inspectors reviewed procedures and processes by talking to leaders and staff, and through discussions with pupils.

p.6

6

 Inspectors considered the views of parents, pupils and staff, including through Ofsted’s online surveys.

p.6

Inspection team

Lascelles Haughton, lead inspector His Majesty's Inspector

p.6

Inspection team

Rutinderjit Mahil-Pooni Ofsted Inspector

p.6

Inspection team

Lando Du Plooy Ofsted Inspector 17 and 18 January 2023

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7