South Bank Community Primary School

What Ofsted said

From the inspection on 18 June 2024

This is a highly inclusive and welcoming primary school. Pupils enjoy coming to school each day. They know they have a range of adults that care for them when they are in school. Pupils treat each other and the adults that support them with respect. Pupils know the school's values, such as curiosity and compassion, well. They demonstrate these values across the school day. The school has high expectations of what pupils, including pupils with special educational needs and/or disabilities (SEND), can achieve during their time here. The school is making changes to its curriculum to ensure all pupils fulfil their potential. Some of these changes are not yet fully realised or are still in development. The school is calm and orderly. Pupils behave well. There is minimal disruption to learning. From early years onwards, the school has clear routines and expectations for behaviour. Pupils know they are treated fairly. The school ensures pupils benefit from a wide range of experiences. Careers and aspiration opportunities help pupils understand different careers and jobs. The school has a specialist social, emotional and mental health team who support the school community, including with parents and carers. Parents and carers are very positive about the whole school offer. They value how well the school knows the pupils who attend here.

What the school should improve

• Some curriculum areas are less well-developed than others. In these areas, including the reading curriculum, the school has not identified sufficiently the essential learning pupils need. This means pupils do not make sufficient progress over time or demonstrate they are remembering the key knowledge that the school intends them to. The school should ensure the key knoweldge and skills pupils need to be ready for their next stage in learning, are identified equally well in all curriculum areas, including the reading curriculum.
• The use of assessment is inconsistent. The school does not fully understand what pupils are remembering over time or the impact of the planned curriculum. The school must ensure that checks on learning inform them of the impact of the curriculum and whether pupils are knowing and remembering more.
• Those responsible for governance do not have a thorough or precise understanding of the quality of education pupils receive. This means they do not hold leaders to account sufficiently well and ensure that pupils receive an education offer that helps them be ready for their next stages in learning. Thos responsible for governance must ensure that they provide appropriate challenge to the school to ensure that the quality of education improves.
• The school does not teach British values as effectively as it needs to. This is limiting how well some pupils recognise or understand the importance of British values. The school should review its teaching of British values and ensure all pupils are well prepared for life in modern Britain.

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