Southtown Primary School

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About Southtown Primary School

Name Southtown Primary School
Ofsted Inspections
Headteacher Miss Catherine Wright
Address Tamworth Lane, Southtown, Great Yarmouth, NR31 0HJ
Phone Number 01493653908
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 189
Local Authority Norfolk
Highlights from Latest Inspection

What is it like to attend this school?

There is a deep sense of community at Southtown Primary School. Pupils enjoy coming to school. They are supported well by staff and are safe.

Pupils participate in a range of activities outside the classroom. The youngest children enjoy visits, such as to an aquarium. Older pupils can join the school council to play their part in the life of the school.

The school disco is a popular event for all pupils.

The pupil well-being ambassadors recently won a national award for their work. They are looking forward to visiting Birmingham to attend the presentation ceremony.

Most pupils behave well during lessons, but too many do not. This is unsettling for pupils. Most pupils want to follow leaders' high expectations of how they should behave.

However, these expectations are not always communicated clearly and applied consistently by staff. Some pupils do not know what is expected of them. This prevents them, and other pupils, from being able to learn.

Bullying happens occasionally. Pupils know that adults do not tolerate bullying and will resolve any issues. Pupils typically play together well at social times.

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

The school is not yet good because, while staff have the best interests of pupils at heart, they do not always follow the school's behaviour policy. This means that pupils receive mixed messages as to what is expected of them. Behaviour that is not acceptable is not always addressed.

The learning in too many lessons is disrupted. This impacts on pupils' progress. Overall, attendance is in line with other primary schools nationally.

However, the number of vulnerable pupils who are persistently absent is high. While leaders' actions have reduced pupils' absence overall, there is further work to do to make sure that all pupils attend school as often as they can.

Leaders' ambitions for the curriculum are clear.

They have focused on strengthening the curriculum in different subjects. Leaders have implemented widespread changes to the content, planning and order that subject knowledge is taught. Some of these developments are very new.

While it is not yet possible to measure the impact of these curriculum changes, leaders and staff are determined to ensure that pupils know more and remember more over time. Teachers accurately check what pupils know and understand. This enables teachers to identify gaps in pupils' knowledge.

The curriculum in the early years is well planned and sequenced. Children learn successfully. They are prepared well for their move up to Year 1.

Reading is a priority in this school. Younger pupils benefit from a daily phonics programme. Where pupils struggle with reading, teachers make sure that they are given the support to catch up.

Leaders and staff plan carefully to meet the needs of pupils with special educational needs and/or disabilities (SEND). Typically, adaptations to the curriculum are effective. Leaders give staff important information about pupils' additional needs.

This supports staff to plan appropriately. Pupils with SEND learn successfully. They are well prepared for their next stage of education.

Support for children with SEND in the early years is strong.

Pupils are clear that it is alright to be different. The personal, social and health education programme supports pupils' knowledge of diversity.

Older pupils learn about healthy relationships as part of their sex and relationships education curriculum.

School leaders and those responsible for governance have moved the school forward in many areas. They are ensuring that the quality of education pupils receive is improving.

Staff are overwhelmingly positive about the school. They appreciate that leaders are approachable and that leaders take staff workload seriously. Staff also value the professional development opportunities they are given to improve their practice.


The arrangements for safeguarding are effective.Leaders know pupils well and are committed to ensuring that they are kept safe. Leaders carry out appropriate pre-employment checks on staff.

These are recorded and monitored accurately. Staff receive thorough safeguarding training. Staff can identify confidently the signs that pupils may be at risk.

Staff know how to report concerns. Safeguarding leaders take swift action when concerns are identified. Referrals to external agencies are made if appropriate.

Pupils feel confident that their worries will be addressed. Governors understand their safeguarding obligations and fulfil them rigorously.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not always follow the school's behaviour policy and systems closely enough.

Some pupils do not have positive attitudes to learning. As a result, these pupils distract others and reduce the opportunities to learn. Leaders should ensure that their behaviour expectations and routines are consistently and robustly applied by all staff across the school.

Levels of persistent absence are high. This is particularly the case for the most vulnerable pupils. As a result, pupils miss out on opportunities to learn.

Leaders should review and strengthen their existing approaches to improve pupils' attendance so that all pupils attend school regularly. ? In some subjects, the curriculum has recently been redesigned. Leaders should ensure that the impact of these new curriculum developments is reviewed regularly to ensure that teaching is effective and that pupils learn successfully.

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