Southridge First School Review 2026: A first school built around “positive impact” and clear routines

Southridge is not currently presented with published key stage 2 performance measures you supplied, so this review avoids numerical attainment claims. What parents can rely on is the most recent inspection picture and the school’s clear description of curriculum intent.

The latest Ofsted inspection (12 July 2022) judged the school Good across all areas and confirmed that safeguarding arrangements are effective.

For parents comparing local schools academically, the best next step is to ask leaders how progress is tracked from Nursery through Year 4, and how Year 4 outcomes are shared with receiving middle schools (especially for children with additional needs). Southridge’s SEND policy explicitly describes structured information sharing with receiving middle school SENDCOs in the summer term, with extra visits and transition supports where needed.

Curriculum design here aims for coherence rather than novelty. In foundation and key stage 1, the emphasis is on building independence and resilience, with small group teaching and continuous provision approaches used strategically, particularly early in Year 1.

At whole school level, enquiry based learning is a stated approach in subjects such as geography and history, with pupils working through a small set of “Big Questions” across the year. The implication is helpful for parents: children are expected to connect ideas over time, not just complete isolated topics. That tends to suit pupils who enjoy asking “why?” and benefit from returning to concepts in different contexts.

Personal, social and health education is treated as real curriculum, not an add on. Published inspection content references coverage of healthy relationships, staying safe, diversity and wellbeing. In practical terms, that means pupils are taught the language to describe worries and ask for help, which is particularly important for younger children who are still developing emotional vocabulary.

Because Southridge is a first school, “destinations” are about transition to middle school at the end of Year 4. The school explicitly frames Year 4 as preparation for that move, both academically and socially, and links transition with increased responsibility and independence.

For children with SEND, the published approach is structured: the SENDCO meets with the SENDCO at the receiving middle school in the summer term, passes on relevant information, and plans additional visits or transition resources (such as photos and books) when helpful. The implication for families is that transition is treated as a process, not a single day.

A practical question to raise with the school is how middle school preferences work locally, since North Tyneside operates a three tier model and admissions patterns can shift. If your child is currently in Nursery, it is also worth remembering that nursery attendance does not guarantee a Reception place.

Reception to Year 4 admissions are coordinated by North Tyneside Council, not handled solely by the school.

Demand is real. The latest published admissions figures show 118 applications for 57 offers, which equates to about 2.07 applications per place, and the entry route is recorded as oversubscribed. This is not “impossible to get into”, but it does mean families should treat admission as competitive and plan accordingly.

For Reception entry for September 2026, North Tyneside’s published timetable shows:

• Applications open: 08 September 2025

• Standard closing date: 12 January 2026

• Updated note: the Reception 2026 deadline was extended, with applications amendable until 09:00 on 26 January 2026

• National Offer Day: 16 April 2026

• Last date to accept or refuse the offer: 01 May 2026

For Nursery, the school states that applications should be made directly to the school before the end of January preceding admission in September, with offers made shortly after, aligned with the local collaborative process.

A practical tip for families using FindMySchool: if you are deciding between several first schools under the same admissions umbrella, use Map Search and the local hub comparison tools to keep criteria, timelines and shortlist notes in one place.

Pastoral systems in a first school have to be immediate and child friendly. Southridge’s stated approach is built around staff consistency, explicit values language, and predictable routines. The core values are short and memorable, and they are reinforced through awards and day to day behaviour expectations.

Safeguarding arrangements are described as effective, with staff training and clear recording practices referenced in the most recent inspection documentation. For parents, the useful question is less “do you have safeguarding?”, and more “how do you communicate small concerns early?”, particularly for children moving from nursery settings into Reception.

For children with additional needs, the school’s SEND messaging focuses on inclusive practice and differentiated teaching, rather than separating children out as a default. Transition planning for SEND pupils is also clearly described, which matters in a system where pupils change school after Year 4.

Extracurricular life at Southridge starts with the basics: structured clubs after school and meaningful performance opportunities, without expecting young children to “specialise”. The practical advantage is that pupils can try activities for enjoyment and confidence, not just for competition.

Music is unusually well specified for a first school. Teaching uses the Charanga scheme, each year group has a block of specialist teacher tuition, and pupils are exposed to instruments such as ukulele, glockenspiel and recorder, including reading notation. Beyond lessons, there is an after school choir and stringed instrument lessons. Year 1 pupils take part in The Big Sing at The Glasshouse, and the choir performs at Whitley Bay Playhouse and for local care home residents.

Sport is positioned as participation plus representation. Pupils have two one hour PE sessions each week, with external coaches used to extend games and gymnastics teaching. Swimming is built into the curriculum at Waves Leisure Pool in Year 2 (summer term) and Year 3 (autumn and spring terms), aiming towards the national curriculum 25 metre expectation. The school also reports holding the School Games Mark Gold Award.

Trips and local learning are used to make curriculum content real. Examples referenced in inspection documentation include a visit to Great North Museum: Hancock linked to a science topic, and ongoing updates from “Farmer Fred’s Field” in Northumberland.

Year 4 adds a distinctive enrichment marker: a residential to High Borrans, with activities such as caving and ropes challenge referenced in the year group page, alongside structured preparation for middle school transition.

The published school day for Reception to Year 4 starts with drop off between 08:40 and 08:50, registration at 08:50, and finishes at 15:20, with pick up ending at 15:30.

Wraparound provision is unusually comprehensive for a first school site. Breakfast club runs 07:45 to 08:40, after school care runs 15:20 to 18:00, and holiday club runs 07:45 to 18:00 through the school holidays (except the Christmas break).

For transport planning, this is a residential setting within Whitley Bay’s Beaumont Park area, so many families will prioritise walking routes and short drop offs. If you rely on wraparound, confirm daily routines for handover between school and childcare.

• Competition for places. The school is oversubscribed in the latest published admissions figures (118 applications for 57 offers), so families should keep realistic backup options.

• Nursery does not guarantee Reception. Nursery applications are made directly to the school, but Reception applications are council coordinated, and attendance at Nursery does not guarantee a Reception offer.

• Three tier transition at age 9. Year 4 is the endpoint, so children move to middle school relatively early. This suits many pupils, but families should think ahead about continuity, especially for children who find change difficult.

• Outdoor learning expectations. Reception guidance strongly signals outdoor learning in varied weather, so families should be comfortable with practical kit expectations and regular outdoor time.

Southridge First School suits families who want a clearly structured early years and key stage 1 experience, with values that are taught explicitly and reinforced consistently. Wraparound childcare and holiday provision are major practical advantages, and the school has specific strengths in music, sport and responsibility building, rather than relying on generic “lots going on” claims. The main challenge is admission competition, so it best suits families who can plan early and keep options open while aiming for their preferred place.