Sudley Primary School

Highlights from Latest Inspection

Outcome

Sudley Junior School continues to be a good school.

There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a section 5 inspection now. The school's next inspection will be a section 5 inspection.

What is it like to attend this school?

Pupils embody the school motto of 'aim high and smile'.

They are happy and confident in their ability to achieve and learn. Pupils value the challenge of their teachers' high expectations for their achievement and behaviour. Pupils strive to achieve their best.

Leaders have ensured that pupils receive a demanding curriculum. As a result, all pupils, including th...ose with special educational needs and/or disabilities (SEND), achieve highly.

Pupils behave very well.

In class, pupils are articulate, motivated, thoughtful and resilient learners. Pupils feel safe and are kept safe by staff. Leaders respond quickly to any rare incidences of challenging behaviour, including bullying.

The school's 'respect charter' is lived out by everyone within the school community. This enables pupils to have a voice and be valued and accepted for who they are. Pupils follow the excellent example set by leaders and take pride in all that they do.

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

Leaders have ensured that the curriculum is highly ambitious, exciting and carefully matched to pupils' needs and interests. Leaders have put considerable thought into how pupils should understand and remember their learning. As a result, pupils develop and deepen their knowledge and skills across all subjects over time.

Subject leaders are very knowledgeable. They have ensured that curriculums in different subjects build pupils learning in careful and well-ordered steps.

Teachers know exactly what knowledge that they want pupils to gain, and they check that this knowledge is secure before they move pupils onto new subject content.

For example, in mathematics pupils regularly revisit and recap their earlier learning to ensure that they can recall and apply their learning. This ensures that pupils remember what they have been taught. Over time, pupils become confident and successful learners who achieve highly across a range of subjects.

Leaders have ensured that reading is at the heart of the curriculum. Staff have the expertise that they need to teach reading as well as promote a love of reading. Teachers are well trained in helping pupils who are at the earliest stages of reading.

They ensure that pupils gain the phonics knowledge that they need to become fluent readers. Pupils love reading. Leaders have ensured that pupils have access to a wide range of challenging literature and non-fiction.

Pupils especially enjoy reading from the selected texts that are included in the school's 'beloved books'. Pupils discuss the books that they have read with depth and meaning.

Leaders quickly identify and respond to the needs of pupils with SEND.

Staff plan activities carefully so that pupils with SEND can access the full curriculum and succeed in their learning. Pupils with SEND are included fully in the life of the school.

Pupils develop as active and thoughtful citizens.

They recognise that they have a voice within the school community. They learn to appreciate and value differences and the needs of others. However, pupils would benefit from more opportunities to develop their character as reflective and responsible members of the community.

They do not have enough opportunities to take on responsibilities in the school on behalf of their peers.

Behaviour in lessons is extremely positive. Pupils are polite and respectful.

This means that they can learn free from distractions.

Leaders have carefully managed staff's workload. This is particularly the case for early career teachers to support their development and advancement.

Staff value being part of the school team. Governors know the school well. This enables them to effectively support and challenge the work of school leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have a detailed understanding of the needs of their pupils and how to keep them safe. Staff talked confidently about how they would respond if they had concerns about a pupil.

They feel empowered to be able to challenge leaders should the need arise. Leaders ensure that pupils and their families receive the support that they need. Pupils are taught about risk.

They know how to keep themselves safe and healthy. They are taught how to stay safe when online and in the wider community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils would benefit from further opportunity to take on responsibilities within the school.

This would improve their ability to contribute to the school community more fully and employ the skills and abilities that they have developed through the curriculum. Leaders should ensure that pupils have further opportunities to develop their character and leadership skills.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in February 2013.