Waterside Primary School, located in Hythe, Southampton, has undergone significant improvements since its previous inspection, moving from a status of requiring improvement to being rated as good. The headteacher, appointed in January 2018, has provided strong leadership alongside a highly effective deputy, resulting in rapid enhancements in teaching and learning. The school has implemented new systems for tracking pupil progress, which have positively impacted outcomes, particularly for disadvantaged pupils, whose progress is notably strong and the gap between their achievements and those of their peers is narrowing.
The leadership team has a clear understanding of the school’s strengths and areas for development, with improvement planning accurately identifying priorities. Governors are actively involved, providing support and holding leaders accountable for their actions. The school has made strides in improving attendance rates, which have risen since the last inspection due to effective leadership strategies.
Teaching quality is generally good, with well-planned lessons that support pupil learning. However, there are instances where the most able pupils do not receive sufficient challenge. The introduction of high-quality texts has positively influenced reading comprehension, although many pupils do not read regularly enough at home or for pleasure. Pupils exhibit good behavior, are polite, and engage well with visitors. The curriculum is broad and balanced, offering diverse learning opportunities across various subjects.
Pupils with special educational needs and disabilities (SEND) are well supported and make good progress due to effective teaching and assistance. The early years provision is also strong, with children making good progress and being well-prepared for Year 1. Parents and carers express high levels of satisfaction with the school, with many recommending it to others.
To further improve, the school aims to embed the work of middle leaders to ensure consistent application of improvements across all areas. Additionally, there is a focus on enhancing the reading curriculum to foster a love of reading among pupils. The school is also working to increase the proportion of pupils achieving higher standards and to continue narrowing the attainment gap for disadvantaged pupils.
The leadership of teaching and learning is robust, with systems in place to enhance reading, writing, and mathematics. While there have been improvements in writing, challenges remain for the most able pupils who may not be fully engaged in their learning. The teaching of mathematics has shown marked improvement, with pupils making strong progress. The broader curriculum is largely effective, although there are plans to enhance the Year 6 curriculum further.
Overall, the school has made commendable progress, with effective leadership, good teaching, and a supportive environment contributing to positive outcomes for pupils. The commitment to continuous improvement is evident, and the school is well-positioned to build on its successes and address areas for further development.
