|Name||Southwold Primary School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||05 May 2016|
|Address||Cumberland Road, Southwold, Suffolk, IP18 6JP|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||9.3|
|Academy Sponsor||The Consortium Multi-Academy Trust|
|Percentage Free School Meals||35.6%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||8.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is much smaller than the average-sized primary school. The vast majority of pupils are from White British backgrounds. The school has three mixed-age classes. Reception and Year 1 pupils are taught together, Years 2 and 3, and Years 4, 5 and 6. The proportion of pupils supported by the pupil premium funding is below average. The pupil premium is additional funding provided by the government to support pupils known to be eligible for free school meals and children looked after by the local authority. The proportion of pupils who have special educational needs or disability is below average. In 2015, the school met the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school forms part of the Kingfisher Schools Federation with Barnby and North Cove Primary School. The schools share a governing body and headteacher. The headteacher is currently absent from school and the school is led and managed by two part-time interim headteachers. Over the last 18 months, a number of teachers have been absent at different times. An independent preschool is housed in the school building. It is inspected separately.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have not successfully tackled all areas for improvement from the previous inspection. The school depends too much on external support to make the improvements it needs. Leaders, including governors, do not yet track pupils’ progress closely enough to ensure that pupils make the progress expected of them, and to hold teachers to account if they do not. Leaders do not ensure that temporary teachers get all the key information they need to be effective. Some teachers do not check how pupils are doing during lessons, and make changes if they have understood and are ready to move on. Pupils’ progress is not tracked closely enough over time to check it is good, and make changes if not. Work is not always hard enough for some pupils, particularly the most able. Pupils are not prepared sufficiently for life in modern multicultural Britain. Some parents do not understand the approach to marking and homework, so they cannot help their children as much as they would like. A significant proportion of parents responding to Ofsted’s online questionnaire, Parent View, do not agree the school is well led and managed. The school has the following strengths The interim headteachers have implemented many changes very quickly, so leadership and management, the quality of teaching and pupils’ progress are improving rapidly. Governors are keen to improve; welcoming the advice given recently and looking forward to the recommendations of the review of governance. The curriculum arouses pupils’ curiosity and interest. Mathematics is much improved since the previous inspection. Pupils achieve well in science. Early years is a strength of the school; children get off to a very good start. They build on this well in Year 1. Pupils behave well. Right from Reception, they have very positive attitudes to learning because : parents bring them up to value education. Teaching assistants support pupils well, in classes and in the extra help they give struggling pupils. Pupils and parents have great affection for their school and want it to succeed.