Southrop Church of England Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Southrop Church of England Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Southrop Church of England Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Southrop Church of England Primary School on our interactive map.

About Southrop Church of England Primary School

Name Southrop Church of England Primary School
Ofsted Inspections
Headteacher Ms Julia McLellan Megan Davies
Address Southrop, Lechlade, GL7 3NU
Phone Number 01367850246
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 46
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Much of the school's curriculum is new. The essential knowledge the school wants pupils to know and remember is not identified in all subject curriculums.

Therefore, the school's work to check and fill gaps in pupils' curriculum knowledge is in its infancy. This includes the individual education plan targets for pupils with special educational needs and/or disabilities (SEND).

The school helps pupils to feel safe and ready to learn.

Pupils know how to look after their bodies and minds. Pupils enjoy taking part in the school's move-it sessions. School council members suggested the use of calm spaces in classrooms.

Pupils are happy and safe in school. ...They play and learn well together.

Pupils benefit from a wide range of enrichment experiences offered by the school.

For example, pupils enjoy climbing sessions and after-school clubs. Trips and visitors to the school help pupils to explore the wider world. Older pupils develop their financial knowledge through their work in the community.

New pupils and their families are warmly welcomed to the school. Pupils learn sign language to communicate with people effectively. Pupils believe that everyone should be treated fairly.

Parents and carers value the care and individual attention their children receive.

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

The school's early years curriculum is adapted to meet the needs of individual children. Adult-led and play-based activities are carefully planned to enhance children's strengths and provide support for their areas of development.

There is a sharp focus on developing the youngest pupils' communication and language skills and knowledge. When staff expect pupils to use important curriculum words, pupils' use of subject-specific vocabulary develops well. For example, pupils use the correct mathematical words when explaining their thinking and calculations.

Pupils secure their phonics knowledge to read well. The school encourages pupils to develop a love of reading. Teachers share carefully chosen, high-quality books with their classes.

Talking about the books and practising reading help to improve pupils' reading fluency and comprehension. Pupils enjoy finding new authors and different types of books when they visit the local library and attend book clubs.

Nevertheless, some pupils have gaps in their phonics knowledge that hinder spelling accuracy.

Opportunities to check pupils' use of their phonics knowledge and spelling of sight words are often missed. When this happens, pupils repeat spelling errors in their written work.

Some wider curriculum content is in development.

The essential knowledge in these subjects is not clearly identified or structured in clear, achievable steps. Where important curriculum content is not clear, teachers do not know what essential knowledge should be taught. As a result, some learning activities are not suitable.

Pupils are unable to build on prior learning. They do not know more and remember more over time.

Most pupils with SEND have individual targets that reflect their needs.

However, some targets are not precise. As a result, teaching and resources are not adapted effectively to meet the needs of those pupils. When this occurs, some pupils with SEND are not supported sufficiently well.

The school has high expectations for pupils' behaviour. There is a calm environment in the school. Pupils behave well.

Some pupils need extra help to learn how to understand and manage their feelings. Skilled staff are quick to spot pupils who need additional support. This leads to productive learning in class and enjoyable playtimes.

Pupils enjoy school and attend regularly.

Books shared in lessons and collective worship help pupils to explore and understand the lives of people different to their own. The school carefully selects visitors and curriculum content that challenge stereotypes.

Activities such as mock trials and electing school council representatives mean pupils have a strong knowledge of some fundamental British values. Pupils are taught about life in modern Britain.

The school accesses external support to help implement its school improvement plans.

Some of this work is new. For example, governors are increasing their knowledge of their roles and responsibilities. Staff say they feel well supported to manage their workload.

Staff are proud to work at Southrop.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils with SEND do not have accurate targets in their individual education plans.

This means that staff are not able to plan and resource the provision to meet pupils' needs effectively. The school needs to ensure that targets for pupils with SEND are precise and that provision is precisely matched to their needs. ? Gaps in pupils' phonics and spelling pattern knowledge in key stage 2 go unchecked.

Pupils continue to make repeated spelling errors in their writing. The school needs to ensure that pupils secure their knowledge of phonics and spelling patterns to use correctly in their independent written work. ? The school has not identified the essential knowledge it wants pupils to know and remember in some foundation subject curriculums.

This means pupils do not remember some of the important concepts. They are unable to build on prior learning and make connections between concepts taught. The school needs to identify the essential knowledge pupils must know and remember in all subject curriculums.

• Staff do not have secure subject knowledge of some curriculums. Consequently, learning activities do not always provide pupils with opportunities to secure and deepen their knowledge sufficiently well. The school needs to support staff to improve their subject knowledge to ensure pupils know more, can do more and remember more over time.

  Compare to
nearby schools