Southwark Primary School Closed - academy converter Aug. 31, 2011
phone: 0115 *** ***
headteacher: Mrs M Saunders
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Aug. 31, 2011
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 454959, Northing: 343762
- GPS coordinates
- Latitude: 52.988, Longitude: -1.1828
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- June 28, 2011
- Region › Const. › Ward
- East Midlands › Nottingham North › Basford
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- 0.1 miles Southwark Primary School NG60DT (681 pupils)
- 0.2 miles Southwark Infant and Nursery School NG60DA
- 0.2 miles Green Crescent Primary School NG60DG (53 pupils)
- 0.4 miles Henry Mellish Comprehensive School NG69DS
- 0.5 miles Old Basford Primary and Nursery School NG60GF
- 0.5 miles Our Lady of Perpetual Succour Catholic Primary School NG69FN
- 0.5 miles Our Lady of Perpetual Succour Catholic Primary School NG69FN (248 pupils)
- 0.5 miles Old Basford School NG60GF (473 pupils)
- 0.6 miles Heathfield Primary and Nursery School NG51JU (324 pupils)
- 0.6 miles Ellis Guilford School and Sports College NG60HT (1307 pupils)
- 0.6 miles Basford Hall College NG60NB
- 0.7 miles Henry Whipple Infant and Nursery School NG55GH
- 0.7 miles Henry Whipple Junior School NG55GH
- 0.7 miles Padstow School NG55GH
- 0.7 miles Henry Whipple Primary School NG55GH (234 pupils)
- 0.8 miles Whitemoor Primary and Nursery School NG85FF
- 0.8 miles High Pavement Sixth Form College NG55HT
- 0.8 miles Whitemoor Academy (Primary and Nursery) NG85FF (468 pupils)
- 0.9 miles Cantrell Primary and Nursery School NG69HJ (484 pupils)
- 0.9 miles City Hospital School NG51PB
- 0.9 miles Alternative Provision PRU NG77FF
- 1 mile Northgate Primary and Nursery School NG77GB
- 1 mile Crabtree Farm Primary School NG68AX (438 pupils)
- 1 mile Bonington Infant and Nursery School NG68AX
Southwark Primary School
|Unique Reference Number||122454|
|Local Authority||Nottingham City|
|Inspection dates||28–29 June 2011|
|Reporting inspector||Godfrey Bancroft|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||597|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||14 April 2008|
|School address||Park Lane|
|Old Basford, Nottingham|
|Telephone number||0115 9150466|
|Fax number||0115 9155792|
|Inspection dates||28–29 June 2011|
This inspection was carried out by four additional inspectors. The inspectors observed 24
lessons, taught by 24 teachers. Meetings were held with the headteacher and senior
members of the staff, members of the governing body, parents, carers and pupils. In
addition to observing the school's work, inspectors looked at the school's self-evaluation,
lesson plans, plans for improvement and records of their evaluation. They also looked at
records containing details of pupils' attainment and progress. Inspectors considered also
the evidence from 104 questionnaires submitted by parents and carers, 37 questionnaires
received from members of staff and 150 questionnaires completed by pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.
- How effective is the school's drive to improve attendance?
- How does the school help pupils who join at times other than the usual to settle in
and make the best possible progress?
- How effective is the drive to raise attainment in reading and writing?
- How well is the trend of an increasing number of pupils attaining at higher levels
Information about the school
This is a much larger-than-average sized primary school. The proportion of pupils known
to be eligible for free school meals is significantly higher than found usually. A broadly
average percentage of pupils comes from minority ethnic groups and a below average, but
rising proportion, speaks English as an additional language. While the percentage of pupils
with a statement for special educational needs is relatively low, the overall percentage
who have special educational needs and/or disabilities is above average. The percentage
of pupils who either start or leave the school other than at the expected time is very high.
The school moved in to new accommodation in April 2010.
There is a breakfast club and an after-school club that are managed by the governing
body. The school holds the Healthy Schools Award and the Eco Schools Award (Silver).
|Overall effectiveness: how good is the school?||1|
|The school's capacity for sustained improvement||1|
This is a school that provides its pupils with an outstanding quality of education. Its work
is regarded highly by parents and carers and appreciated greatly by pupils. Pupils are
rightly proud of their school. As one pupil said, 'I've been to lots of schools and this is by
far the best.' Another commented 'I have not been at this school for very long, but the
teachers are fantastic and I am doing really well.' Parents and carers are similarly pleased
with the school. One parent summed up the views of many when she said 'This school is
A clear year-on-year pattern of rising attainment is now well established. By the time
pupils leave at the end of Year 6, their attainment is broadly average. For the large
majority of pupils, that represents outstanding progress from their various, often low,
starting points when they join the school. Pupils make the progress because they are
given an excellent start in the Early Years Foundation Stage. From year to year, their
progress is assessed accurately and the next stages of learning are planned to meet their
needs precisely. Consequently, the pattern of outstanding progress is sustained. Lessons
are exciting and capture pupils' interest. The pupils behave exceptionally well and are
committed and hard-working during lessons. A prominent feature of most lessons is the
highly effective way in which teachers use questions to challenge pupils. However,
occasionally, that is not the case and some teachers do not always probe deeply enough
with their questions to extend pupils' thinking skills.
Significant importance is attached to promoting the best possible progress for each pupil
in reading and writing. That has been achieved with considerable success, to the extent
that many pupils are passionate readers who also enjoy writing. That has resulted in turn
in a significant increase in the proportion of pupils who attain above the national average
in reading and writing by the end of Years 2 and 6. The excellent acquisition of basic skills
is mirrored by developments in mathematics and by the way in which pupils learn to use
computers. As a result, the pupils are prepared exceptionally well for the next stages of
their education and to secure their future economic well-being. Pupils have excellent,
cooperative and teamwork skills also and benefit greatly from a very effective programme
of enterprise activities.
The school provides excellent support for pupils who join the school other than at the
usual times that enables them to settle in quickly. The pupils' personal and academic
needs are assessed as soon as possible after they arrive. Where needed, compensatory
learning programmes are put in place to enable those pupils to catch up. The
compensatory programmes are very effective, to the extent that many of the pupils make
outstanding progress. Similar support programmes are in place for those pupils who have
poor attendance. Those pupils do well also, although it is difficult for some to catch up as
they missed significant amounts of time at school. The school has worked effectively to
bring about significant improvements in attendance, to the extent that it is now broadly
average. Even so, a small proportion of hard-to-reach, persistent absentees remains.
Highly effective leadership and management, coupled with the excellent work of the
governing body, mean that the school has demonstrated outstanding capacity to sustain
improvement. That is illustrated amply by the pattern of improved attainment and
progress which has resulted from developments promoted very effectively in teaching and
What does the school need to do to improve further?
- Maintain the focus on improving the attendance of the small minority of pupils who
are persistent absentees.
Refine the use of questioning in all lessons to match that seen in the very best
lessons, so that pupils are challenged and their thinking abilities extended at all
|Outcomes for individuals and groups of pupils||1|
Pupils are eager learners who, clearly, enjoy school and are always willing to do their best
in lessons. Invariably, they sustain their concentration for long periods, especially when
reading and when challenged to develop and extend their writing independently. Pupils
from all groups, including the high proportion who have special educational needs and/or
disabilities and those who join part way through their primary education, make exceptional
progress. That is because of the excellent support they receive from teachers and
teaching assistants. The improving pattern of attainment shows that standards in
mathematics and in reading and writing are edging ever closer to a level where they are
set to be above average. That pattern is affirmed by the school's accurate assessment
data and by the work seen during lessons and in pupils' books.
Pupils report that they feel very safe and well cared for. They are also very well informed
about how to take care of themselves, a view supported by their parents and carers.
Pupils engage in healthy lifestyles. They capitalise exceptionally well on the many
opportunities for exercise, especially those provided by the school's excellent range of
additional sporting activities. They have an excellent understanding also of the importance
of eating healthily. That is very apparent in the enthusiasm with which they grow large
amounts of vegetables in the planting beds on the new school site.
The pupils' commitment to the school and to the wider community is outstanding. They
are eager to take responsibility and are proud members of the school council and the eco
council. Pupils tend a garden in a nearby public space and the choir and orchestra are
popular performers at local and national events. Pupils' understanding of the wider world
is highly developed, through the support they give to children who live abroad and are
less fortunate than themselves and by the way they embrace the widening range of
cultures and backgrounds of those who attend the school.
Pupils' spiritual, moral, social and cultural development is excellent. Pupils show great
respect for and care towards each other. Their capacity for reflection is evident during
assemblies and they take great pleasure in participating in drama, music and writing
poetry. Skills for the future are also developed exceptionally well. For example, the
school's special focus on promoting enterprise enables pupils to invest money in planning
and producing items, which invariably they sell at a healthy profit, enabling them to
reinvest in subsequent projects or to give to charities.
These are the grades for pupils' outcomes
|Pupils' achieve ment and the extent to which they enjoy their learning||2|
|Taking into account: |
|The quality of pupils' learning and their progress||1|
| The quality of learning for pupils with special educational needs and/or disabilities |
and their progress
|The extent to which pupils feel safe||1|
|The extent to which pupils adopt healthy lifestyles||1|
|The extent to which pupils contribute to the school and wider community||1|
|The extent to which pupils develop workplace and other skills that will contribute to |
their future economic well-being
|Taking into account: |
|The extent of pupils' spir itual, moral, social and cultural development||1|
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4
How effective is the provision?
The excellent quality of teaching and outstanding curriculum provide the foundation for
pupils' progress. Relationships between teachers and their pupils are excellent and there
are high expectations, to which pupils respond exceptionally well. Teachers plan lessons to
match pupils' individual learning needs precisely. Activities are often practical, which suits
the preferred learning style of many pupils. Often teaching is split into bite-sized chunks.
Often, teachers change venue from the classroom to outside, all of which helps pupils to
maintain concentration. In that respect, excellent use is made of the new school grounds
to enhance learning across the curriculum.
In the majority of lessons, speaking and listening are promoted exceptionally well and
underpin the excellent progress that pupils make in their reading and writing. Just
occasionally, opportunities to extend pupils' knowledge and understanding through the
use of precisely targeted and challenging questions are missed. Teachers use the
information they gain from assessments very skilfully to plan the next stages of pupils'
learning. Marking is helpful and supportive and pupils appreciate the frequent celebration
of their successes and efforts greatly. Pupils are involved in every stage of this process.
They are knowledgeable about their targets and how to improve their work. Progress
during lessons is typified by the effective use of the 'mini plenary' to refocus pupils on
what they expected to learn.
The curriculum meets pupils' learning needs outstandingly well. Promotion of pupils'
personal and social development is excellent. Close attention to promoting the basic skills
of reading, writing, mathematics and information and communication technology
underpins the outstanding academic progress that pupils make. Pupils are grouped in a
variety of ways for different subjects, enabling them to work at levels that are ideally
suited to their abilities. The approach is coupled with the deployment of teachers in ways
that enable their particular areas of expertise to be used to the best possible effect.
Learning is enhanced by an excellent range of additional activities, especially in sport and
the arts. The activities, the frequent educational visits and the contribution made by
visitors are appreciated greatly by pupils.
The school provides high-quality care, guidance and support. That applies particularly for
those pupils who, because of their circumstances, might be vulnerable. The school's work
with other caring and support agencies on behalf of these pupils is exemplary. Pupils are
confident that, should they experience any difficulties, they will receive all the help they
need. The excellent support provided for pupils who are frequent absentees and those
who join the school other than at the usual times also exemplifies this aspect of the
school's work. The breakfast and after-school clubs make a significant contribution to
These are the grades for the quality of provision
|The quality of teaching||1|
|Taking into account: |
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, |
|The effectiveness of care, guidance and support||1|
How effective are leadership and management?
The promotion of equality of opportunity and the elimination of any form of discrimination
are at the heart of everything the school does. The headteacher, governing body and
senior managers set challenging targets for improvement, which are evaluated rigorously.
This is a school that is constantly seeking to improve and no one is complacent.
Developments in teaching and learning are consistently aimed at optimising pupils'
progress and there are excellent opportunities for the continued professional development
The governing body is a great advocate for the work of the school. It works closely with
staff to ensure that self-evaluation is accurate. It is also expert at holding the headteacher
and staff to account for the quality of provision. The governing body fulfils its legal duties
fully in respect of ensuring the safeguarding of pupils. Procedures are fully up to date.
Staff are trained to a high standard and are constantly vigilant. Community cohesion is
also promoted exceptionally well. At all points, pupils and adults show respect and high
levels of understanding for pupils and community groups of all backgrounds and heritages.
Engagement with parents and carers is excellent. Parents and carers feel their views are
listened to and they are well informed about how their children are progressing.
Resources are deployed exceptionally well to ensure the best possible value for money.
The day-to-day operation of the school is highly effective and the school's finance officer
provides guidance and support for colleagues in other schools.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambit ion and driving |
|Taking into account: |
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||1|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and tackles |
|The effectiveness of safeguarding procedures||1|
|The effectiveness with which the school promotes community cohesion||1|
|The effectiveness with which the school deploys resources to achieve value for money||1|
Early Years Foundation Stage
Children start in the Nursery with attainment that is much lower than that expected for
their age. That applies to all areas of their learning, but particularly to their personal,
social and emotional development and to communication, language and literacy. However,
it is in those key areas that children make outstanding progress, to the extent that, by the
time they are ready to move into Year 1, their overall attainment has improved to the
point where it is below average for their age. Children's behaviour is excellent.
Teaching and the programme of learning meet children's needs exceptionally well.
Children are taught very successfully in groups which optimise their progress. For
example, higher-attaining nursery children are often taught alongside their peers in the
Reception classes. The development of listening skills, the teaching of early letter and
word sounds, sentence formation and emergent story writing are linked seamlessly to
promote excellent progress. There is ideal balance, across all six areas of children's
learning, between activities that are led by adults and those in which children can make
choices for themselves. A similar, equally effective balance influences opportunities for
children to learn indoors and outdoors.
The leadership and management of this stage are excellent. Accurate assessment
procedures clearly identify the next stages of learning and relate precisely to the needs of
each individual child.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Ear ly Years Foundation Stage||1|
|Taking into account: |
Outcomes for children in the Early Years Foundation Stage
|The quality of provision in the Early Years Foundation Stage||1|
| The effectiveness of leadership and management of the Early Years Foundation |
Views of parents and carers
The proportion of parents and carers who responded to the questionnaire is relatively low
when compared with similar schools. The responses show that, overall, parents and carers
are very happy with their children's experience at this school and that they feel the school
is led and managed well. A very large majority of parents and carers feel their children
enjoy school and that the school keeps their children safe. They say also the school
encourages their children to adopt healthy lifestyles and it meets their children's particular
needs. The overall findings of the inspection correlate closely with the views expressed by
parents and carers.
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Southwark Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 1 3 statements
about the school. The inspection team received 104 completed questionnaires by the end of the on-site
inspection. In total, there are 597 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.
|My child enjoys school||85||82||19||18||0||0||0||0|
|The school keeps my child |
|My school informs me about |
my child's progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child's learning
|The school helps my child to |
have a healthy lifestyle
|The school makes sure that |
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
|The school meets my child's |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and concerns
|The school is led and |
|Overall, I am happy with my |
child's experience at this
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that |
is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||14||45||31||10|
New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding sch ools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning, |
development or training.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Capacity to improve:||the proven ability of the school to continue |
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
|Leadership and management:||the contribution of all the staff with responsibilities, |
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are
developing their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
|The school's capacity for sustained |
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
|Progress:||the rate at which pupils are learning in lessons and |
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.
30 June 2011
Inspection of Southwark Primary School, Nottingham, NG6 0DS
First, I must thank you all for the help you gave the inspectors when we visited your
school recently. We were very pleased to hear what you had to say about Southwark. We
heard that you and many of your parents and carers think your school is excellent. We
agree, we think it provides an outstanding quality of education.
You all make impressive progress, especially in your reading, writing and mathematics.
That includes those of you who do not always find learning easy and those of you who
join the school part of the way through your primary education. Your impressive progress
is down to the excellent teaching you receive and to the ways in which you work so hard
during lessons. To maintain your impressive progress, we are asking your teachers to
make sure that they set challenging questions which make you think hard during every
lesson. We are confident that, based on what we saw at Southwark, you will rise to the
challenge. However, there is still a small number of you who do not attend as often as you
should. We know this is not always your fault, but we hope you will try harder to attend
school more often in the future.
We were delighted to hear that you all feel very safe and exceptionally well cared for at
school and that you enjoy your learning and get all the help you need. We hope you
continue to do well in the future.
Lead inspector (on behalf of the inspection team)