Little Sutton C of E Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very proud of their school. They happily come into school each morning. Pupils feel well cared for and they enjoy playing with their friends.

They said that their school welcomes everyone.

Pupils listen carefully to their teachers. They are curious to learn new knowledge and they enjoy talking about what they have found out in class.

Pupils work collaboratively. They are confident to share their ideas and they take on board the views of others.

The school has high expectations of pupils' achievement.

Pupils, including those with special educational needs and/or disabilities (SEND), enjoy academic success. They leave Year 6 ready f...or the next stage in their education.

Pupils benefit from a range of extra-curricular opportunities.

This includes clubs such as ceramics, running and choir. Pupils are inspired by visits that enhance their learning. For example, pupils returned to school enthused from meeting an author at the local library.

Older pupils value the opportunity to hold positions of responsibility. They are proud to make a difference to their school. For instance, the facilities team help to keep the school tidy and play leaders help to organise the games that are played during breaktimes.

What does the school do well and what does it need to do better?

The school provides an ambitious curriculum. Typically, pupils progress through the curriculum well. However, this is not reflected in the 2023 published data.

This is due, in part, to weaknesses in the previous curriculum. Pupils in the 2023 Year 6 cohort had too many gaps in their learning to succeed in the national end of key stage two tests and assessments.

The subject curriculums identify the small steps of learning that pupils need to gain.

Teachers know the order in which concepts should be taught. Staff receive regular training which enables them to deliver the curriculums with expertise. Teachers regularly check what pupils have learned.

This helps teachers to identify and address any gaps in pupils' learning. In most subjects, pupils, including those with SEND, learn well. However, in a small number of subjects, some pupils do not retain new knowledge.

This is because the activities that teachers select do not enable pupils to remember their learning.

The early years curriculum is exceptionally well-crafted. The strong expertise of staff aids the design of meaningful learning opportunities that allow children to learn all that they should across all areas of learning.

Children's language and vocabulary is extended very well. They take great delight in their learning. Children relish challenges.

They show determination and resilience when faced with activities that are tricky at first. They enter Year 1 very well prepared for the next stage of their learning.The teaching of reading has a high priority.

Trained staff deliver the school's phonics programme well across early years and key stage 1. The books that pupils read are carefully matched to the sounds that they know. Parents and carers are well supported so that they can help their children practise reading at home.

Pupils love to read and they can talk about books with confidence. Pupils become fluent and accurate readers who can access the full curriculum successfully.

The school identifies the additional needs of pupils with SEND accurately.

Staff are well-trained and are able to adapt their delivery of the curriculum so that pupils with SEND learn alongside their peers. Pupils with complex needs are given the individual help that they need to learn all that they should.

The way in which the school promotes pupils' personal development has been carefully considered.

It has a well-designed curriculum for relationships, sex and health education. Pupils are especially proud of their fundraising efforts. For example, they raised money for a children's charity by running a collective marathon.

They have also considered environmental issues. This led to pupils influencing local builders to plant trees to replace those lost during construction.

Pupils play happily together in the playground.

They are sensible as they move around school. Relationships between staff and pupils are respectful. The small number of pupils who need help to manage their behaviour receive kindly support.

This means that these pupils are able to quickly refocus on their learning. As a result, the school is calm yet industrious.

The school considers the impact that decisions about school improvement may have on staff's workload and well-being.

As a result, staff feel valued. They are proud to be part of the community.

Members of the local academy committee are committed to the school.

They want the best for pupils. However, their work to identify the school's strengths and weaknesses is not as effective as it should be. This limits their ability to offer sufficient challenge to aid the school's continued improvement.

In turn, this also hampers the trust's insight into what is working well at the school and what needs to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, some pupils do not remember the new knowledge that they learn.

This is because teachers sometimes do not use the most effective strategies to help pupils to commit their learning to their long-term memory. The school should ensure that staff receive the training that they need to help them to choose strategies that enable pupils to retain their learning over time. ? Members of the local academy committee do not have a sufficient insight into the school's strengths and areas for development.

As a result, they do not offer enough challenge to contribute to the school's ongoing improvement. This also hampers the trust from gaining an accurate insight into the school's work. The trust should ensure that all of those responsible for governance gain a sharper overview of the school's strengths and weaknesses.