Severne Junior Infant and Nursery School is recognized as a kind and caring community where pupils feel happy and safe. The leadership team is highly ambitious for all students, embodying the school motto of Respect, Succeed, Celebrate. Most pupils enjoy attending school and achieve well, although some do not attend as regularly as they should, which affects their learning. The leaders have raised expectations and designed a thoughtful curriculum that emphasizes effective reading instruction. The new school library has been well received, providing a diverse range of books that pupils are eager to explore. The majority of parents express satisfaction with the quality of education their children receive.
The school offers various trips and visits that enhance pupils' knowledge and interests, such as museum visits to learn about space. Additionally, a range of extracurricular clubs, including chess, dance, Lego, drawing, and sports, are available for pupils to enjoy. The behavior of pupils is commendable, with a strong emphasis on politeness and respect. They engage attentively in lessons and play well together during social times. Incidents of poor behavior or bullying are infrequent, and any concerns raised by pupils are addressed promptly by the leadership.
The curriculum is ambitious and builds on pupils' existing knowledge and skills. Teachers receive training and support to effectively deliver the curriculum, presenting new learning clearly and maintaining high expectations. They assess pupils' understanding during lessons, which helps reinforce current learning. However, there is a need for improved attention to pupils' prior learning to ensure they can recall and apply knowledge effectively. The early years provision is of high quality, with staff establishing clear routines and a well-organized environment that fosters children's learning. Children develop early language and number skills effectively through independent work both indoors and outdoors.
Reading is a priority for leaders, with a carefully planned reading curriculum. Staff are trained in phonics and reading instruction, and pupils read regularly to adults. Resources are well-matched to the sounds being taught, and older pupils engage with diverse and ambitious class novels, enhancing their understanding of different texts. While leaders identify pupils needing additional support, some do not receive timely assistance, particularly in areas like speech and language. Some staff lack the necessary expertise to support specific needs effectively, hindering progress for those pupils. However, pupils with special educational needs and disabilities receive adequate support to access the curriculum.
Beyond academics, the school promotes personal development through various activities. Pupils participate in fundraising for local charities and take on responsibilities as school council representatives, fostering an understanding of democracy. They learn about different faiths and cultures through visits to places of worship, which helps them respect diversity. Leaders and governors have identified key improvement priorities, and recent developments have significantly enhanced the quality of education. Staff feel supported in managing their workload and well-being.
The safeguarding arrangements are effective, with regular training ensuring staff are equipped to keep pupils safe. Staff promptly report concerns, and leaders collaborate with external agencies to provide necessary support. Pupils learn about healthy relationships and online safety, knowing how to raise concerns with trusted adults. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in attendance, assessment systems, and staff training for supporting specific needs. Addressing these areas will further enhance the educational experience for all pupils.
