Southmead Primary School

Southmead Primary School

Address: Princes Way, Wimbledon Common, London, SW19 6QT Unique reference number (URN): 101027

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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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Attendance and behaviour Expected standard

Leaders prioritise attendance. A wide range of strategies result in pupils knowing that attending school is important. Leaders’ positive relationships with families support decisions around targeted work in attendance. Working in partnership means leaders’ efforts have a greater impact and attendance has improved. Attendance for vulnerable pupils, including those with special educational needs and/or disabilities (SEND), is now above national figures. Leaders introduce new strategies where necessary, for example a 'walking bus' to help pupils get to school. This, alongside other work, has impacted attendance for pupils with persistent absence positively, especially for those with SEND. Staff support leaders’ efforts to improve attendance.

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Attendance and behaviour Expected standard

Pupils across the school are well behaved. At breaktimes and lunchtimes, pupils enjoy opportunities to play with friends, including skipping, basketball and football. In class, staff generally address any minor, unfocused behaviour quickly. Leaders have targeted staff's professional learning to support understanding in behavioural aspects such as emotional regulation. Staff support pupils well if they struggle with their behaviour, including those with SEND. Leaders track any behaviour incidents and deal with them quickly. There are a small number of bullying incidents. Leaders swiftly intervene to support pupils involved and to reduce the risk of it happening again.

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Early years Expected standard

The early years provision at Southmead Primary School is a hub of learning. Children settle quickly into the early years. Positive relationships with staff create a warm environment. Staff work closely with parents and carers. Classrooms are well organised, with considered learning activities. Children enjoy these activities, whether pretending to be builders or making a collage. Very effective phonics teaching supports children in their development of reading skills.

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Early years Expected standard

Staff are committed to helping children engage positively with their learning. Language development is a clear priority, including for children with special educational needs and/or disabilities. Staff model appropriate vocabulary to children with enthusiasm, for example with a child in Nursery Year learning the word ‘roof’ when building a house, or children in Reception Year learning a wider range of pizza toppings. Staff encourage children to use full sentences. Children keenly repeat new words and sentences back to staff.

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Early years Expected standard

Leaders ensure that the curriculum is suitably planned, with progression considered in all areas of learning across the early years. Typically, children are well prepared for Year 1. Staff work closely to ensure that they share key information about children’s needs. Children’s wellbeing and welfare are paramount and the school has established routines. For example, staff insist on children wearing helmets on the bikes in the outdoor area, modelling how to adjust them accurately. This means even the youngest children are confident with these routines.

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Inclusion Expected standard

Leaders have robust systems for identifying pupils’ needs. They act quickly to put well- considered strategies in place to reduce barriers to learning. Leaders work closely and determinedly with external professionals to support the many pupils who have multiple barriers to learning. This includes the high proportion of pupils who are known (or previously known) to social care, as well as other pupils with wider barriers to their learning and/or wellbeing. Leaders make effective use of pupil premium funding to support the significant proportion of disadvantaged pupils in the school. The positive impact of this funding on attendance and pupil wellbeing is clear, but is less so for disadvantaged pupils' achievement. Leaders are strengthening their work with pupils who join the school with limited English.

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Inclusion Expected standard

Leaders work closely with staff to support all pupils. They carefully monitor pupils' needs and the support strategies set out on the school's 'emerging needs pathway'. This helps to ensure that support is effective and that next steps for pupils are clear. Pupils attending the specially resourced provision for pupils with special educational needs and/or disabilities, ‘Cherry Class’, benefit from a bespoke learning environment. Staff here adapt skilfully to pupils' needs. Access to areas such as a sensory room, an outside space, a calming area and a soft-play room help to remove barriers to learning, as does the use of carefully selected resources, including individual visual timetables.

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Leadership and governance Expected standard

Leaders have a detailed understanding of their school community. They support pupils and their families well, for example providing additional activity packs for families in the summer. Leaders' work with other professionals is effective. Pupils benefit from these efforts, such as through a school-based social worker who visits weekly to support specific families.

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Leadership and governance Expected standard

Leaders know that the school is on an improvement journey. This means they rightly celebrate the strengths that their actions have brought about, for instance improvements in attendance and their work in the early years. Leaders are also clear about where there is more to do, such as improving achievement. Some of their work to improve the curriculum and teaching is evident. Leaders have well-considered plans in place to continue this further.

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Leadership and governance Expected standard

Leaders ensure that staff benefit from appropriate professional learning. This is most effective where leaders have aligned it to school strategies. Staff feel supported by leaders. Leaders are considerate of their wellbeing and workload.

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Leadership and governance Expected standard

Governors are passionate about their work with the school. They have effective systems in place to support handover between roles, such as managing the recent changes within the governing body. Through activities such as link governor visits, governors develop their knowledge to support and challenge school leaders. Governors also ensure that they are well informed about the school community, enjoying opportunities to talk to and get feedback from parents and carers at school events.

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Personal development and wellbeing Expected standard

The personal development programme is appropriate and supports pupils’ social, moral, spiritual and cultural development. Leaders check that all pupils, including those in the specially resourced provision for pupils with special educational needs and/or disabilities, benefit. These opportunities mean that pupils develop in confidence and are keen to share their views. Pupils have access to a range of clubs and enjoy trips linked to their learning, for example visiting a museum to look at artefacts found from the Anglo-Saxon era and a trip to central London.

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Personal development and wellbeing Expected standard

Pastoral support for pupils is a strength. Systems are in place for all pupils, including the most vulnerable, to access the most appropriate person for their needs. This includes pupils being able to complete a self-referral form if they want to talk to staff specifically trained to support them with understanding and managing their emotions. If needed, leaders use the expertise of external professionals for more specialised pastoral support. Pupils value the support for their wellbeing.

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Personal development and wellbeing Expected standard

The curriculum for personal, social and health education, including for relationships education, is suitable. Leaders have introduced a further programme to support pupils’ understanding of a range of feelings. Pupils have a secure understanding of how to keep themselves safe online. For example, they know to report concerning websites to a trusted adult. Pupils clearly understand aspects such as road safety and being aware of strangers. While pupils understand fundamental British values, their knowledge lacks depth. Pupils show respect for different religions and cultural diversity. Staff support pupils’ understanding with visits to a range of local places of worship and the annual ‘international day’.

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Personal development and wellbeing Expected standard

Leaders have introduced a range of pupil leadership roles, such as digital leaders, librarians and playground leaders. These opportunities help pupils to develop confidence, responsibility and leadership skills. For example, librarians open the school library to other pupils every lunchtime and ensure that they follow the library rules developed by the pupils.

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Achievement Needs attention

Leaders are aware that many pupils do not achieve as well as they should, particularly in reading, and have begun to address this. Over time, published outcomes at the end of Year 6 have not reached national averages. Gaps in pupils’ basic knowledge of English and mathematics hinder their achievement. The provision for handwriting across the school does not support pupils in developing this core skill. In some wider curriculum subjects, pupils do not build knowledge securely.

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Achievement Needs attention

These weaknesses mean that pupils are not as prepared for the next stage of their education as they should be. However, this is not the case in the early years, where more effective teaching ensures that children are ready for Year 1. Leaders are also rightly proud of their work in the proportion of pupils reaching the expected standard in the Year 4 multiplication tables check.

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Curriculum and teaching Needs attention

Leaders are aware that aspects of the curriculum and teaching need to improve. They have recently made suitable changes to the handwriting and mathematics curriculum. Early reading is prioritised and staff have had suitable training to teach the school’s phonics programme effectively.

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Curriculum and teaching Needs attention

However, the teaching in some areas is not as effective as it should be. Teachers do not explain or model new learning consistently well to ensure that pupils understand the core knowledge in a lesson. Too often, staff do not notice misconceptions or address them quickly enough, for example with letter and number formation or place value misunderstandings. These weaknesses in practice affect how well pupils, including those with special educational needs and/or disabilities (SEND), learn.

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Curriculum and teaching Needs attention

The quality of curriculum planning varies across wider curriculum subjects. In some subjects, careful curriculum planning ensures that skills and knowledge build over time. In weaker subjects, progression of knowledge is less clear.

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Curriculum and teaching Needs attention

Teaching within the specially resourced provision for pupils with SEND, ‘Cherry Class’, is well matched to the needs of pupils. Staff work skilfully to provide appropriate challenge and additional support for different learning activities as needed. Where appropriate, pupils from ‘Cherry Class’ access learning successfully alongside their mainstream peers.

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

Pupils at this school live out their motto of ‘proud to belong’. They celebrate their uniqueness, such as in the displays on classroom doors which show the multitude of languages spoken by pupils in each class. Pupils enter the school gates each morning with enthusiasm. This is a school where pupils know it is important to attend every day. From the youngest children in the school, pupils benefit from warm relationships with staff. They know that there is always a member of staff to speak to if needed. Pupils feel safe in their school.

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

Around the school, pupils demonstrate respect for each other, such as by holding doors open for their peers. They pride themselves in walking around the school respectfully. Pupils play together considerately on the playground, patiently waiting for their turn where required. In class, pupils behave well. Where needed, a quick reminder often quickly brings pupils back to focus. Staff act appropriately and quickly on the rare occasion that bullying occurs.

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

Pupils try their hardest in lessons and enjoy much of their learning. At times, they become confused about the key learning in a lesson. Gaps in their basic reading, writing and mathematical understanding sometimes make accessing learning more challenging. Sometimes, when pupils make mistakes, staff do not address this quickly enough. This means that pupils do not achieve as well as expected. Not enough pupils leave primary school at the end of Year 6 ready for secondary school. Valuing families and the community is a core aim for the school. Leaders and staff support pupils and their families well. This includes food parcels and hygiene packs for those who need them. Pupils enjoy clubs such as gardening and board games. Pupils benefit from the opportunities to develop their understanding of their feelings, including lunchtime activities in the ‘Fir Room’.

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Next steps

Leaders should ensure that consistently effective teaching is embedded across the school so that pupils progress well across the curriculum. Leaders should ensure that staff have the expertise to support pupils to secure the foundational knowledge in reading, writing and mathematics that they need to achieve well, including those achievements set out in published outcomes. Leaders should strengthen curriculum planning to ensure clear progression in skills and knowledge consistently across the curriculum.

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About this inspection

The acting co-chairs of the board of governors in this school are Kieran Barnes and Teresa Cowherd.

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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

This inspection took place on 15 and 16 September 2026.

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About this inspection

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

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About this inspection

Inspectors spoke with leaders, staff, governors and the local authority link adviser during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes provision for 18 pupils diagnosed with autism.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection, including a change in headteacher and chair of governors.

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Lead inspector:

Verity Lambert-Dale, His Majesty's Inspector

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Team inspectors:

Amy Jackson, Ofsted Inspector Jamie Hallums, 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 15 September 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 67% 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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average

2024/25 (final) 66% 72% Close to average

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average

2022/23 (final) 65% 71% Close to average

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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) 75% 74% Close to average

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average

2022/23 (final) 74% 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) 39% 47% Close to average

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national average

2023/24 (final) 33% 46% Close to average

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national average

2022/23 (final) 46% 44% 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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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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average

2024/25 (final) 56% 59% Close to average

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average

2023/24 (final) 59% 58% Close to average

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average

2022/23 (final) 63% 58% Close to average

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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) 72% 61% Close to average

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average

2023/24 (final) 52% 59% Close to average

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average

2022/23 (final) 71% 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) 5.2% 5.2% 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) 15.9% 13.0% 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

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

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