Southtown Primary School

What Ofsted said

From the inspection on 28 April 2026

Pupils describe their school experience as positive. They enjoy their learning. Pupils access a curriculum that is increasingly coherent and well sequenced. Staff help pupils to develop secure foundations in communication, reading, writing and mathematics. However, some pupils still have gaps in their core knowledge. This limits how well they understand new ideas and build on their previous learning. As a result, pupils do not achieve as well as they could by the end of key stage 2. Pupils with special educational needs and/or disabilities, pupils who are disadvantaged and those known to social care are typically supported well through targeted and timely support. Staff identify pupils’ needs quickly. Leaders ensure that barriers to learning are addressed early. Pupils’ support plans are detailed. Leaders involve parents and external professionals when considering the most appropriate provision to support pupils’ learning. Most pupils behave well and feel safe. Pupils say that staff help them if they are worried. Leaders have raised expectations for behaviour. Pupils understand what it means to be ready, respectful and safe. Behaviour incidents have reduced, and staff respond promptly when issues arise. Over time, pupils have not attended as well as they should. Leaders are working to improve this. They analyse patterns and have introduced strategies such as providing a soft start drop-off window at the start of the school day. These are beginning to make a positive difference, but are still at an early stage. Pupils benefit from a wide range of enrichment opportunities. Clubs, trips and high-quality lunchtime provision help pupils to develop confidence, teamwork and resilience. Leaders ensure that disadvantaged pupils are supported so that they do not miss out. Pupils learn about democracy, healthy lifestyles and positive relationships. Pupils understand how to keep themselves safe and how to support others. These experiences help to prepare pupils for life in modern Britain.

What the school should improve

• Leaders should secure greater consistency in high-quality teaching, particularly in writing and mathematics, so that pupils achieve well by the end of key stage 2.
• Leaders should ensure that staff use assessment information effectively to identify key gaps in pupils' knowledge and address misconceptions so they build on their learning.
• Leaders should check that teachers adapt lessons promptly when pupils do not understand new learning so pupils progress as well as possible.
• Leaders should strengthen attendance procedures so that attendance improves, persistent absence reduces and pupils do not miss essential learning time.

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