Newlands Primary School


Name Newlands Primary School
Website http://www.newlandsprimary.co.uk
Inspections
Ofsted Inspections
Address Windermere Avenue, Millbrook, Southampton, SO16 9QX
Phone Number 02380773363
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 400 (54% boys 46% girls)
Number of Pupils per Teacher 18.2
Local Authority Southampton
Percentage Free School Meals 53%
Percentage English is Not First Language 9.5%
Persistent Absence 16.9%
Pupils with SEN Support 20.8%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school is larger than the average-sized primary school.

.The proportion of disadvantaged pupils is well above the national average. .

The proportion of pupils from minority ethnic backgrounds is in line with the national average, and the proportion of pupils who speak English as an additional language is below average. .The proportion of pupils who have SEN and/or disabilities is well above the national average.

The proportion of pupils who have a statement of special educational needs or an education, health and care plan is above the national average. .The school meets the current floor standards, which are the minimum expectations set by the government for pupils’ attainment and progress in reading, writing and mathematics.

Summary of key findings for parents and pupils

This is a good school Strong leadership from the headteacher and senior leaders has continually improved the quality of education at the school. Leaders use a wide range of professional development and training to improve the quality of teaching, learning and the curriculum. Enthusiastic middle leaders are developing their skills well.

However, they do not evaluate the impact of the actions they have taken consistently enough to know what is working. The quality of teaching across the school is good. Teachers use probing questioning, engage pupils and ensure that they make good progress.

Children in the early years make good progress from low starting points. They enjoy the well-planned activities provided and are supported well by skilled staff. The most able pupils do not make as much progress as they could, due to inconsistent levels of challenge from staff.

The curriculum is broad and balanced and contributes to the good progress that pupils make. Most pupils make good progress from their different starting points across a range of subjects. Disadvantaged pupils make good progress in reading, writing and mathematics.

Staff work tirelessly to ensure that improvements in this area have maximum impact. Pupils feel safe in school and know who to talk to if they have a problem. Pupils behave very well.

Their attendance has improved, but persistent absenteeism remains too high. .The pastoral support of pupils is targeted well.

Leaders work hard to implement the school’s vision of ‘No child left behind’. .Parents and carers are happy with the education that the school provides.

.Governors are supportive of the school. They are aware of the school’s developmental priorities and contribute positively to its continuous improvement.