Southbourne Infant School
- Southbourne Infant School
New Road
Southbourne
Emsworth
Hampshire
PO10 8JX - Head: Mrs Lucy Whiffin
- T 01243 372727
- F 01243 370 571
- E office@southbourn…nf.w-sussex.sch.uk
- W www.southbourneinfants.co.uk
- A state school for boys and girls aged from 5 to 7.
- Read about the best schools in West Sussex
- Boarding: No
- Local authority: West Sussex
- Pupils: 175
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Good 1
- Early years provision Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 20th September 2023
- 2 Full inspection 20th March 2018
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Good on 27th November 2013
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Entry/Exit
Special Education Needs
Southbourne Infant School is proud of its reputation for valuing each child as an individual and seeking to develop self esteem and confidence. We have a very experienced staff who are all dedicated to providing an environment where children are given opportunities to learn through a variety of learning styles. We have a team of SEN staff who support children in a variety of ways. These include support for literacy and numeracy, emotional literacy, speech and language, social communication and interaction, physical difficults and co-ordination difficulties. The school has recently been awarded Dyslexia Friendly School status and has been part of a pilot for Speech and Language Friendly School status. We are the first school in West Sussex to be awarded the gold standard for Developmental Co-ordination Disorder status. Over the past few years, SEN resources have been high on our list of priorities and we now have an excellent high quality resource base. We have our own room for small group and individual work and also support children in class where appropriate. The school runs its own emotional literacy programme which reinforces our school ethos of learning to value and care for ourselves and others. We work with a variety of different programmes to support children at different levels of literacy and have a wide choice of reading books and literacy activities to cover a range of interests and abilities. Similar programmes are in place for numeracy. We have a variety of programmes to encourage attention and listening, receptive and expressive language and motor development. SEN staff work with a variety of outside agencies including Educational Psychology, Speech and Language Therapy, Inclusion Support, Occupational Therapy and Physiotherapy. SEN and classroom support staff are experienced in carrying out specific individual programmes and have been trained in a variety of areas including social communication and speech and language. We have teaching and support staff who have had extensive experience of teaching and supporting children on the autistic spectrum, with Aspergers Syndrome and with speech and language difficulties. We have also had a number of pupils in school with physical difficulties and co-ordination difficulties and with a diagnosis of ADHD. We pride ourselves on our relationship with parents and carers. There are regular invitations to come in to school to discuss progress and Individual Education Plans where appropriate. An 'open house' policy is in place for parents to discuss any worries or issues. We believe that every child deserves equal opportunities and seek to provide this through our own expertise and liaison with specialist support agencies, where appropriate. We endeavour to ensure that we send our children on to KS2 with a positive attitude towards each other, themselves and to learning.
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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