Norwood Primary & Pre-School

Norwood Primary & Pre-School is a happy, caring school with a strong family ethos, where pupils behave well, attend regularly and show positive attitudes to learning. Behaviour and attitudes, personal development, leadership and management, and early years provision are all good, and safeguarding is effective. Pupils feel safe, take pride in responsibilities and are respectful of others. The early years provision gives children a strong start, and leadership changes have reinvigorated the school, with effective action already taken in some subjects such as mathematics, science and art. The main concern is the quality of education, which requires improvement. The curriculum is not consistently coherent or ambitious enough, and pupils develop gaps in knowledge in some subjects. Too many pupils do not become fluent readers and writers, and older pupils do not benefit from a well-designed reading and writing curriculum, so outcomes at the end of key stages 1 and 2 are lower than they should be. Pupils who struggle with phonics have not received enough regular, high-quality support to catch up rapidly. Some pupils with special educational needs and/or disabilities are not identified and supported as effectively as they could be, which can affect their engagement and achievement. This was the school’s first routine inspection since the COVID-19 pandemic, and a new headteacher started in September 2024. The school is aware of the priorities and is taking rapid action to address them. Governors carry out their statutory duties effectively, including for safeguarding, but could challenge and support more precisely, particularly around the quality of education.

Strengths

• Strong family ethos and caring, welcoming culture
• Pupils behave well and show positive attitudes to learning
• Attendance rates are secure and families are supported effectively
• Pupils are respectful and welcoming of others
• Strong emphasis on pupils’ personal development and responsibility
• Early years provision gives children a strong start
• Leadership changes have reinvigorated the school
• Mathematics, science and art curricula are effective
• Safeguarding arrangements are effective
• Staff are compassionate and inclusive
• Parents appreciate the care and attention staff give
• Governors carry out statutory duties effectively

Areas for Improvement

• The curriculum is not coherent or ambitious enough across all subjects
• Pupils develop gaps in knowledge because learning is inconsistently sequenced
• Too many pupils do not become fluent readers and writers
• Outcomes at the end of key stages 1 and 2 are lower than they should be
• Pupils who struggle with phonics do not receive enough regular, high-quality catch-up support
• Some wider curriculum subjects lack effective sequencing and assessment
• Some pupils with SEND are not identified and supported as effectively as they could be
• Staff may not be sufficiently trained to identify and meet pupils’ complex needs
• Governors could challenge and support more precisely around the quality of education

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Norwood Primary & Pre-School attended 95.3% of sessions (the national figure for primary schools was 94.8%). 12.1% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.8% of pupils at Norwood Primary & Pre-School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Norwood Primary & Pre-School had 19.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 18.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 13.3% of pupils at Norwood Primary & Pre-School were on SEN support (nationally 15.4%) and 3.2% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Norwood Primary & Pre-School received £7,396 and spent £6,925 for each of its 331 pupils. It ended the year with reserves of £220,000 (£667 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Eastleigh · Hampshire local authority: places and applications

What is Norwood Primary & Pre-School's Ofsted rating?

The latest Ofsted rating for Norwood Primary & Pre-School is Requires Improvement, from an inspection in October 2024.

When was Norwood Primary & Pre-School last inspected by Ofsted?

Norwood Primary & Pre-School was last inspected in October 2024.

How many pupils does Norwood Primary & Pre-School have?

Norwood Primary & Pre-School has 347 pupils on roll.

What age range does Norwood Primary & Pre-School cover?

Norwood Primary & Pre-School for pupils aged 3 to 11.

What are Norwood Primary & Pre-School's SATs (KS2) results?

In 2025, 66% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Norwood Primary & Pre-School?

Norwood Primary & Pre-School is at Chamberlayne Road, Eastleigh, Hampshire, SO50 5JL.