Southill Lower School

What Ofsted said

From the inspection on 18 November 2025

From the moment children join this welcoming and nurturing school, they develop an enthusiasm for learning. Pupils feel safe and listened to. Many pupils travel from the surrounding local area, so leaders act quickly to help them build positive relationships in this small school community. As a result, pupils happily come to school and develop a genuine sense of belonging through whole-school events and outings to the local area. Older pupils take pride in being positive role models, caring for younger children and contributing to the life of the school through the school council or as playtime ambassadors. Service children enjoy their lunchtime club, where they can discuss topics relevant to their family life. Pupils know that staff and leaders prioritise their wellbeing. Through carefully planned pastoral support, pupils develop resilience and positive self-esteem, overcoming barriers to learning and wellbeing. Pupils learn to express their feelings and talk openly about their emotional health. Pupils behave consistently well throughout the school. They live by the school's core value of respect. They treat staff, visitors and each other with kindness; they are polite. Poor behaviour is rare. When it does occur, pupils trust staff to resolve issues quickly. These factors create a calm, happy environment where pupils socialise and learn, motivating them to attend school regularly. Staff and leaders keep a close eye on pupils' progress through the curriculum and act quickly if pupils start to fall behind. They make sure that pupils get the support they need to prepare them for the next stage in their education. Consequently, pupils achieve well, notably in the early stages of reading. Pupils with special educational needs and/or disabilities are fully included in school life. They learn alongside their peers because leaders use highly effective strategies to remove any barriers to their learning.

What the school should improve

• Leaders should ensure that staff maximise opportunities to engage children in the early years in frequent, high-quality interactions to improve the communication and language skills of those who engage less readily with others.

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