South Camberley Primary and Nursery School

South Camberley Primary and Nursery School

Address: Frimley Road, Camberley, Surrey, GU15 2QB Unique reference number (URN): 145279

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Strong standard

Leaders place a deliberate emphasis on early education. They lead the early years well. As a result, children get off to a flying start. Leaders have secured consistency in teaching so that children receive the same high-quality education across both sites. There is equity in experiences and care. Adults establish warm and trusting relationships with children. Parents and carers are closely involved, working in partnership with the school.

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Early years Strong standard

Children benefit from purposeful teacher-led sessions and activities that promote curiosity, build confidence and support children's speaking skills. Staff use skilful interactions and modelling extend children’s language and deepen their understanding consistently well.

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Early years Strong standard

Children, including those with special educational needs and/or disabilities and those who are disadvantaged make excellent progress from their starting points. Teachers use precise checks on learning to spot gaps in children’s knowledge and skills. All staff are aware of individual children’s next steps. They know that every minute is a learning moment. Teachers waste no time in acting to address gaps and next steps. Transition arrangements into early years and as children move into Year 1 are meticulously planned. Consequently, children are very much ready for their next stage of education.

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Inclusion Strong standard

Pupils benefit from a consistent, inclusive culture that permeates across the 3 sites. Leaders identify pupils differing needs swiftly and accurately. This leads to teachers putting exactly the right support in place. As a result, pupils with special educational needs and/or disabilities access the full curriculum alongside their peers consistently well. Teachers check the impact of any extra support regularly and thoroughly. This ensures that any strategies used are having the desired effect.

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Inclusion Strong standard

Leaders have ensured that all staff are highly trained and knowledgeable. Support staff become experts in their specialist subjects. This includes speech and language and Lego therapy. Leaders use external advice effectively. This ensures that pupils get the help they need.

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Inclusion Strong standard

Many pupils join the school with varying levels of spoken and written English. Leaders have developed effective systems that welcome, assess and help new pupils. This ensures that teachers understand new pupils’ starting points. Leaders tailor provision very well from the moment pupils start at the school.

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Inclusion Strong standard

Leaders make effective use of the additional funding they receive for disadvantaged pupils. This enriches these pupils’ experiences and removes barriers successfully. Disadvantaged pupils achieve well because of this.

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Personal development and wellbeing Strong standard

Leaders have created a successful personal development programme. This reflects the needs of the school community precisely. The extensive enrichment programme makes a significant contribution to pupils’ character development and learning. Pupils talk positively about school trips and visitors that bring learning to life. For example, residentials help pupils develop their teamwork skills and author visits inspire pupils to write.

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Personal development and wellbeing Strong standard

Pupils have a deep understanding of right and wrong. Older pupils speak with maturity about the harm that homophobia and gender inequality can cause. Pupils treat one other with kindness and respect. They organise the annual cultural week to celebrate the cultures and traditions represented within their community. Leaders ensure that the curriculum and resources mirror the diversity in the school. Pupils enjoy learning more about their friends.

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Personal development and wellbeing Strong standard

Pupils learn how to keep themselves safe in a range of situations. They understand water safety and know how to make a flotation device out of clothing in an emergency. Pupils have a secure understanding of how to stay safe online.

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Personal development and wellbeing Strong standard

The school’s nurture programme supports and responds well to pupils’ emotional wellbeing and resilience. This builds pupils’ confidence and helps them be fully included in school life. Leaders ensure that their personal development offer is accessible for all pupils. This includes pupils with special needs and/or disabilities and disadvantaged pupils.

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Personal development and wellbeing Strong standard

Pupils value their leadership roles. For example, at lunchtimes, 'sports crew' travel in the school minibus to the key stage 1 sites. Pupils who are part of the 'sports crew' take their role in supporting younger pupils in play and encouraging them to be active at playtimes seriously.

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Personal development and wellbeing Strong standard

Pupils learn about fundamental British values very well and confidently relate them to school life. For example, in early years, children learn about democracy by voting for their chosen story at home time. Pupils are exceedingly well prepared for life in modern Britain.

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Achievement Expected standard

By the end of key stage 2, most pupils achieve outcomes that match national averages in reading, writing and mathematics. Disadvantaged pupils attain in line with their peers nationally in reading and mathematics. Their attainment in writing at the expected level has been consistently above their peers nationally overtime. However, not enough pupils have achieved a greater depth in writing. Leaders have responded well to this. As a result, current pupils’ writing is improving well. Increased number of pupils are writing more in-depth pieces.

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Achievement Expected standard

Leaders focus on developing pupils’ basic skills well. This includes phonics, writing and mathematics. Leaders put a high value on oracy, especially in the early years. The checks that teachers make and the precise identification of need ensures that children’s spoken language develops very well. Leaders ensure that, on the whole, pupils learn well from their starting points. This includes pupils with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

On the whole, pupils attend school well. Leaders take effective action to improve pupils’ attendance further. They work with families and external agencies well. This ensures that they put the right support in place to reduce absence. There has been much success in improving the attendance of disadvantaged pupils and pupils with special educational needs and/or disabilities. Their attendance is now in line with their peers nationally.

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Attendance and behaviour Expected standard

Across all 3 sites, pupils’ behaviour is positive. Pupils listen to their teachers and each other’s ideas well. They are polite. The school’s ‘pure principles’ of positivity, urgency, resilience and equity help pupils understand how to behave. Pupils strive to show these principles in everyday school life. They try hard in their work and do not waste time. When pupils need extra help, staff use personalised and inclusive strategies. This supports these pupils to develop the skills they need to manage their own behaviour well. Pupils recognise that discrimination is wrong. They do not tolerate it in their school. Leaders respond to any incidents and concerns quickly. Incidents of bullying are rare. Pupil house captains play an active role in promoting positive behaviour, particularly helping pupils to understand the difference between unkind behaviour and bullying.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that prioritises pupils’ language development. Pupils read a range of high-quality texts that help pupils learn a richer vocabulary successfully. The curriculum is well sequenced so pupils build their new knowledge in a logical order.

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Curriculum and teaching Expected standard

Staff teach the school’s phonics programme well. Teachers know exactly which pupils need extra support with early reading and writing skills. Teachers address these gaps well.

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Curriculum and teaching Expected standard

Leaders ensure that staff have the subject knowledge to teach the curriculum well. Teachers model new knowledge and skills skilfully. Older pupils use technology to support and enhance their learning successfully. However, there is some variability in how well the intended curriculum is implemented. Occasionally, teachers do not check pupils’ understanding in lessons well enough. This means that, at times, gaps in pupils' knowledge go unnoticed in lessons and pupils make the same errors in their work. Sometimes, teachers plan tasks that do not allow pupils to show what they know and can do, or fully reflect the ambition of the curriculum. Leaders have introduced a school wide approach to teaching, which is known as 'the Camberley way'. This is helping leaders address these inconsistencies well.

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Curriculum and teaching Expected standard

The curriculum and teaching are highly inclusive. Teachers make successful adaptions to teaching, resources and the environment. This ensures that pupils with special educational needs and/or disabilities learn well alongside their peers.

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Leadership and governance Expected standard

Leaders’ ambition for ‘excellence in everything’ underpins a culture of continuous improvement and inclusion. This culture is seen across all of the school sites. Leaders have an accurate understanding of the school’s context, strengths and priorities for development. They use this insight to make informed decisions that benefit all pupils. For example, successful improvements in pupils’ writing and attendance demonstrate the impact of leaders’ actions to raise standards. Leaders have established effective strategies to build further consistency to teaching across the 3 sites. They are addressing the few areas of variability well.

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Leadership and governance Expected standard

Leaders ensure that they offer staff a high-quality professional learning package. This addressing school improvement priorities successfully. Teachers who are new the profession receive well-planned support. Leaders consider staff career progression well. This strengthens the professional capacity across the school as well as building confidence and effective practice. Staff value the support and guidance they receive.

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Leadership and governance Expected standard

Leaders consider staff workload and wellbeing effectively. They take successful steps to create a positive working culture. Staff appreciate the opportunities they have to design learning activities alongside partner teachers, including those from other sites. They share ideas and expertise. Teachers feel valued and morale is high.

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Leadership and governance Expected standard

Those responsible for governance are united in their vision that all pupils will receive a quality education. They are knowledgeable about the school, providing appropriate support and challenge. Governors meet their statutory duties well.

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Leadership and governance Expected standard

Leaders work closely with parents and carers. On the whole, parents value the school and everything it offers their children.

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What it's like to be a pupil at this school

Across all 3 sites, pupils enjoy coming to South Camberley Primary and Nursery School. Relationships are central to the school’s work. Adults show a passion and commitment to helping every pupil succeed. The school’s nurturing approach ensures that pupils feel valued, understood and supported. Pupils benefit from an inclusive environment where everyone belongs. Those who join the school midyear settle quickly and feel welcomed. Pupils know that they have a voice in the running of the school. Staff take pupils’ worries and ideas seriously.

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What it's like to be a pupil at this school

Pupils achieve well, especially in the early years. Younger pupils learn to read swiftly. Older pupils enjoy taking part in ‘battle of the books’. This reading initiative has a positive impact on pupils’ reading habits, vocabulary and enthusiasm for books. Disadvantaged pupils and pupils who have special educational needs and/or disabilities (SEND) receive excellent support. Staff have a deep understanding of pupils’ needs and barriers. Pupils with SEND and those who are disadvantaged benefit from everything the school offers.

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What it's like to be a pupil at this school

Behaviour is typically calm and purposeful. There is a well-established and consistent approach to behaviour management embedded across all 3 sites. Pupils have positive attitudes to learning and attend school regularly. They take pride in winning the ‘outstanding achievement award’, the highest honour in the school, and having a page dedicated to them in the special book. Pupils play together at social times happily. Bullying is rare.

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What it's like to be a pupil at this school

Pupils have many opportunities to develop their talents and interests. They enjoy the range of clubs on offer before, during and after school. The ‘Monday mile’ and ‘football Friday’ breakfast clubs have resulted in increased punctuality and helped pupils to be ready and eager to start the school day. Other clubs, such as creative arts and drumming, broaden pupils’ experiences and enjoyment beyond the classroom.

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Next steps

Leaders should continue to improve the quality of teaching so that the curriculum is implemented consistently well, in line with leaders' ambition, so that pupils achieve highly across the wider curriculum. Leaders should ensure that staff precisely and routinely check pupils' understanding in lessons, and use this information to pick up on, and address, any misconceptions in learning swiftly and accurately.

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About this inspection

This school is part of Engage, Enrich, Excel Academies trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, David Harris, and overseen by a board of trustees, chaired by Stephen Norton.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the executive headteacher, the senior leadership team, other school staff and pupils across all 3 sites. An inspector met with trustees, the governance professional and members of the local governing board.

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About this inspection

The inspector(s) confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Andrew Foster, Ofsted Inspector Matthew Newberry, Ofsted Inspector Trudi Sammons, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 69% 62% Close to average

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average

2022/23 (final) 56% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 79% 75% Close to average

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average

2022/23 (final) 70% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 77% 74% Close to average

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average

2023/24 (final) 81% 73% Close to average

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average

2022/23 (final) 68% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 50% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 67% 63% Close to average

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 67% 61% Close to average

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average

2023/24 (final) 67% 59% Close to average

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.3% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 13.1% 13.0% Close to average

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national average

2023/24 (3 term) 15.1% 14.6% Close to average

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national average

2022/23 (3 term) 14.3% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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