South Bank Community Primary School, located in Middlesbrough, was inspected on June 18 and 19, 2024. The overall effectiveness of the school is rated as requiring improvement, with specific areas such as the quality of education and leadership and management also needing improvement. However, the school demonstrates good performance in behavior and attitudes, personal development, and early years provision. The previous inspection in June 2019 rated the school as good.
The school is recognized for its inclusive and welcoming environment, where pupils feel cared for and respected. They understand the school's values, such as curiosity and compassion, and exhibit these values throughout their daily activities. The school maintains high expectations for all pupils, including those with special educational needs and disabilities. However, the curriculum is undergoing changes to better support all pupils in reaching their potential, and some of these changes are still in development.
Pupils exhibit good behavior, contributing to a calm and orderly atmosphere with minimal disruption to learning. Clear routines and expectations for behavior are established from early years onward, ensuring fairness in treatment. The school provides a wide range of experiences, including career and aspiration opportunities, which help pupils understand various career paths. The presence of a specialist social, emotional, and mental health team further supports the school community, including parents and carers, who express positive feedback about the school's understanding of their children.
While the school is actively developing its curriculum, there are inconsistencies across different subjects. For instance, improvements in the teaching of mathematics are beginning to help pupils connect their learning, while in other subjects, pupils struggle to recall recent learning. The school regularly assesses what pupils know and can do, but these assessments do not always align closely with intended learning outcomes, limiting the school's understanding of pupils' retention of knowledge over time.
Reading is prioritized in the early years, with children quickly starting to learn phonics and enjoying books and stories. However, as pupils progress, the reading curriculum becomes less defined, and the school does not adequately identify the essential knowledge and skills needed for independent reading. Although pupils enjoy reading, many struggle to recall their favorite books or authors.
Pupils with special educational needs are well supported, with some attending a specially resourced provision that offers a tailored curriculum. This integration allows for seamless transitions between specialized and mainstream classes, with staff demonstrating a strong understanding of individual needs.
The school encourages active participation in school life, with pupils taking on various roles such as well-being ambassadors and sports leaders. However, the teaching of British values is not as effective as it could be, which limits some pupils' understanding of their importance in modern Britain.
Governance is active, but there is a lack of sufficient information regarding the curriculum's effectiveness, which hinders the ability to hold leaders accountable. Staff members are dedicated and proud to be part of the school community, contributing to a supportive environment.
The safeguarding arrangements are effective, ensuring the safety and well-being of all pupils. To improve, the school needs to develop its curriculum more uniformly across all areas, enhance the use of assessments to better understand pupil retention of knowledge, and strengthen the teaching of British values to prepare pupils for life in modern Britain.
