Southminster Church of England Primary School

About Southminster Church of England Primary School Browse Features

Southminster Church of England Primary School


Name Southminster Church of England Primary School
Website http://www.southminsterschool.co.uk
Inspections
Ofsted Inspections
Address Burnham Road, Southminster, CM0 7ES
Phone Number 01621772732
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 200 (52% boys 48% girls)
Number of Pupils per Teacher 17.3
Academy Sponsor The Diocese Of Chelmsford Vine Schools Trust
Local Authority Essex
Percentage Free School Meals 30.5%
Percentage English is Not First Language 2.5%
Persistent Absence 24.7%
Pupils with SEN Support 9.0%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Southminster Church of England Primary School converted to become an academy on 1 November 2013. It is sponsored by The Diocese of Chelmsford Vine Schools Trust. The executive headteacher leads both Southminster Church of England Primary School and St Cedd’s Church of England Primary School.

The schools work together sharing some subject leadership roles and the same governing board. Southminster is a smaller than averaged-sized primary school, with one class per year group from Reception to Year 6. Almost all pupils are of White British origin and almost all speak English as their first language.

The proportion of disadvantaged pupils is similar to the national average. The proportion of pupils who have SEN and/or disabilities is similar to the national average. The school met floor standard in 2017.

These are the minimum expectations, set by the government, for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a school that requires improvement Despite significant improvement, the achievement of pupils is not yet good. Pupils are not making consistently good progress in reading, writing and mathematics by the end of key stage 2.

Teaching does not always make use of assessment precisely enough to plan learning to meet the specific needs of pupils, especially those who are the most able, and including those most-able disadvantaged pupils. As a result, these pupils are not achieving the highest standards by the end of key stage 2. Although pupils access a wide range of subjects, the quality of their experience is typically too varied.

Some teachers are not confident in teaching the full range of the wider curriculum subjects, most notably science. The planning of activities in early years is not precisely enough aligned to the needs of children. As a result, there is a lack of focus on the purpose of the learning.

Leaders and governors have not yet secured the full understanding and confidence of all staff and parents in changes that have been made. Some staff and parents feel that leaders do not communicate well, and do not listen to their views. The school has the following strengths Leaders, governors and the trust have taken decisive and effective action to stem the significant decline identified in the previous inspection.

Consequently, this school is no longer inadequate. Leaders have brought real improvements to pupils’ learning attitudes, behaviour and attendance. Pupils’ behaviour is now securely good.

Leaders and governors support pupils’ wellbeing and development well. This is a strength in the school’s provision. The executive headteacher, governors and the trust are successfully eradicating weaker teaching and learning.