Severnbanks Primary School

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About Severnbanks Primary School

Name Severnbanks Primary School
Ofsted Inspections
Headteacher Mrs Sara Poole
Address Naas Lane, Lydney, GL15 5AU
Phone Number 01594842789
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 261
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Severnbanks Primary School is at the heart of its community. Leaders want all children to do as well as they can. Leaders prioritise pupils' health and well-being.

They focus on developing pupils' language and reading.

Staff establish strong relationships with pupils and their parents and carers from as early as possible. These relationships form the bedrock of all that goes on in the school, and contribute to the safe, caring culture.

As a result of this, pupils behave well, work hard and learn well.

Pupils are taught about their rights, and the importance of respecting others. They value the opportunity to take part in decision-making through the s...chool councils.

Pupils take part in a wide range of other activities, such as clubs, music and raising money for charity. These opportunities help children to become full members of their community.

The school teaches children how to be safe.

Pupils value this. They report that they feel safe and have no concerns about bullying.

What does the school do well and what does it need to do better?

Since the previous inspection, leaders have improved support for pupils with special educational needs and/or disabilities (SEND), and the rate of pupils' attendance.

Leaders' plans to improve the school have been carried out effectively, and this has been carefully checked by governors.

In Nursery and Reception, teachers focus on the development of children's speech and language. They use sounds, rhymes and stories to capture children's interest.

Children are happy and confident in these classes and soon develop their independence. Pupils with SEND receive well-planned support to help them learn and develop. The teaching of phonics starts as soon as possible, and children learn well throughout Reception and key stage 1.

Staff ensure that pupils have the knowledge they need so that pupils can confidently read and understand their books.

Reading is at the centre of the curriculum. In reading lessons, teachers focus on developing pupils' vocabulary and understanding.

The books they choose to read to the class are inspiring and pupils enjoy reading lessons. Staff are well-trained and supported to teach reading and other aspects of English.'

Learning journey' documents show clearly what will be taught in each subject from Reception to Year 6.

Teachers use this clear guidance well in nearly all subjects. However, in a couple of subjects, teachers are less confident. They have not had sufficient training.

Subject leaders do not check how well pupils are remembering their learning in these subjects. As a result, a few pupils' misconceptions go unchallenged.Leaders and teachers have high expectations for all pupils' achievement.

Leaders of special educational needs work with parents and teachers to set ambitious targets for pupils with SEND. Teachers adapt what they do to help pupils achieve their targets.

The school's approach to managing behaviour is effective, especially in Reception and key stage 1.

Incidents of poor behaviour are not frequent, but teachers deal with them when they do happen. Pupils have a clear understanding of bullying and are confident that it will be dealt with if it occurs. Leaders work well with parents and external agencies to improve pupils' attendance when it is too low.

Pupils are taught about how to be physically and mentally healthy and about positive relationships. The school's work as a Rights Respecting School supports pupils to understand right and wrong. This teaching helps them to prepare for their future lives.


The arrangements for safeguarding are effective.

Leaders ensure that staff have the necessary pre-employment checks before they begin working at the school.

Staff have regular training on how to keep children safe, and how to report any concerns.

Leaders take prompt action when any concerns are raised. They make sure that staff know that this has taken place. Leaders work with external agencies, following up concerns diligently, to make sure that children and families get the support they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In most subjects, leaders check pupils' learning carefully. However, in a small number of subjects, leaders do not know whether the pupils are learning the curriculum well. Leaders should ensure that careful checks are made on pupils' learning in all subjects.

• Teachers receive effective training and support in most subjects, but not in all. This means that a few pupils do not learn well in some subjects. Leaders should ensure that there is a strong programme of staff training and support, so that teachers become confident in teaching all subjects.

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