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Bishop Sutton Primary School is a school where pupils enjoy learning.
The school's vision, 'where every child can dream, believe and achieve', can be seen through the ambitious curriculum. Pupils are engaged in their learning. They are well prepared for the next stage of their education.
The school has high expectations for pupils' behaviour. Pupils are polite and well-mannered. They understand the school's one rule and do their best to 'be kind, be safe and be responsible'.
There is a calm and purposeful environment in classrooms and around the school. Pupils follow instructions and listen well.
Staff form trusting, caring relationships with pupils....
As a result, pupils feel happy, safe and valued. They can talk to trusted adults if they have any concerns. Pupils learn how to stay safe online and in the wider community.
This helps them feel confident for the transition to secondary school.
Pupils enjoy taking on leadership responsibilities across the school. Older pupils recognise their position as role models to younger pupils.
Book ambassadors ensure pupils' opinions are considered when the school purchases new books. The school council influences which charities the school supports. Pupils take these roles seriously and feel their voice is heard.
What does the school do well and what does it need to do better?
The curriculum is broad and ambitious for all pupils. It sets out what pupils will learn in a logical order. Learning is sequenced well to build pupils' knowledge as they move through the school.
Pupils develop more complex techniques as they move through the art curriculum. For example, older pupils learn how to show perspective when drawing landscapes. Pupils consolidate their knowledge and understanding through recapping their learning regularly.
For example, they revisit their prior learning in mathematics through regular fluency practice. Pupils say this retrieval practice at the start of lessons helps them to remember what they have been taught.
Pupils progress well through the curriculum.
Where they make links between their current and prior learning, their knowledge is in more depth. For example, older pupils learn about globalisation in the geography curriculum. They link this with prior learning about European migration.
The curriculum is designed so that pupils can make links between their current learning and what they have learned previously. However, in some areas, the curriculum is not implemented as intended to help pupils to make these links. Where this is the case, pupils do not build their knowledge as well as they could.
Reading is a high priority. A love of reading is visible across the school. The school's approach to teaching early reading using phonics is effective.
Children in the early years start learning phonics straight away. They quickly understand how to blend sounds together to read simple words. Pupils use the strategies they have learned to read unfamiliar words.
Staff quickly identify those pupils who need more practice. These pupils are given timely support to help them to keep up. Pupils read books that match their stage of reading.
This helps them practise using their phonic knowledge to become confident, fluent readers.
Pupils' enthusiasm for reading continues as they move through the school. As they gain confidence, pupils read books to improve their fluency.
Texts become longer and more complex as pupils get older. They enjoy listening to adults read. Teachers recommend books and authors to pupils.
Pupils are encouraged to donate a book to the school library when it is their birthday. This excites pupils, who enjoy borrowing the 'birthday books'.
Pupils with special educational needs and/or disabilities (SEND) are well-supported.
Where appropriate, learning is adapted for pupils with SEND so they learn the curriculum as well as their peers. However, some parents of pupils with SEND do not fully understand how their children are supported in school. They state that they would welcome more information to help them support their children.
Pupils learn a well-devised personal development programme. They know how to how to keep themselves physically and mentally healthy. For example, a child in Reception explained the importance of drinking milk, 'because it helps your bones grow'.
Pupils understand why it is important to treat everyone equally and with respect. They state that that Bishop Sutton is 'a together school where everyone looks out for each other'. Pupils know that a good friend needs to be caring and trusting.
They enjoy the extra-curricular clubs, trips and enrichment opportunities on offer.
Trust leaders and local governors have an accurate view of the school's strengths and priorities for development. They understand their roles and provide meaningful support and challenge.
Many parents comment that Bishop Sutton has a positive and nurturing environment.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some areas, the curriculum design is not implemented as intended.
Pupils do not make links to previous learning. This makes it difficult for them to deepen their knowledge. The trust should ensure that pupils have opportunities to make links in their learning both within and across subjects to deepen their understanding across the full breadth of the curriculum.
