Southbury Primary School

What Ofsted said

From the inspection on 11 July 2023

Pupils are happy in school. They behave well, work hard and get on well with each other. A higher-than-average number of pupils join the school at different times throughout the year. Everyone in the school welcomes these pupils warmly. This contributes to the school's friendly and inclusive atmosphere where all pupils are valued. Pupils rise to their teachers' high expectations for learning. They achieve well across the curriculum. Pupils said that one of the best bits about their school is the learning in different subjects, including coding and science. Pupils like the games that sports coaches lead at lunchtimes. Older pupils like being role models for younger ones. For example, they help them to choose books to read and look after them in the playground. Pupils really look forward to earning rewards for their efforts. Children in the early years were especially keen to fill up their sticker charts for excellent work. Staff provide as many opportunities as possible to broaden pupils' wider experiences. For example, pupils visit the park, swimming pool and library. They also go to places further afield in London, such as museums and workshops. Some pupils are doing these things for the first time ever. This makes these experiences extra special. Pupils enjoy workshops led by special visitors. For example, they heard from motivational speakers, including Paralympians, to support their understanding of equality and diversity.

What the school should improve

• In a few subjects, leaders' checks on pupils' learning do not focus closely enough on whether pupils know and remember what they have been taught. This means that teachers do not always have a clear picture of what pupils know and can do. In these subjects, leaders should ensure that checks on pupils' learning focus more closely on whether pupils have remembered the most important subject content.
• In some areas of learning, leaders have not fully worked out the key concepts and vocabulary that children need to know and understand. This means that curriculum plans in Year 1 onwards may not build on what children have learned in the early years as well as they could. Where this is the case, leaders should identify the vocabulary and most important concepts children need to know and understand in readiness for Year 1.
• Leaders take appropriate actions to address pupils' absence. But for some families, these strategies are not fully effective. As a result, persistent absence is high. Leaders should review the approaches used. They should ensure that pupils' attendance improves and persistent absence is reduced.

Read the full Ofsted report (opens in a new tab)