Sunnyside Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a highly inclusive and caring school. Pupils with additional needs work alongside each other and their classmates with a smile. Pupils say this is one of the best things about school.

Pupils accept each other for being just the way they are.

Pupils are respectful of each other and patiently wait for their turn. They exude good manners.

They are polite and courteous. For example, pupils open doors for one another and visitors and check on the well-being of their friends, especially those with sensory needs. Pupils embody the school rules of being 'ready, respectful and safe'.

Pupils feel safe because there are adults to help them. They know ad...ults will deal swiftly with poor behaviour.

Teachers expect pupils to do their best.

They rise to this challenge. Pupils make an effort with the presentation of work and take pride in their books. Most pupils achieve well and demonstrate a love of reading.

Pupils benefit from a calm and supportive environment in which they can learn.

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

The school has made huge strides in the quality of education provided for pupils. There is a new approach to teaching reading and a strengthened mathematics curriculum.

The outcomes for younger pupils now match government expectations. The school is a regional point of strength in the teaching of pupils with special educational needs and/or disabilities (SEND). For a few older pupils, the legacy of previous weaknesses in teaching have led to some gaps in basic skills in reading, writing and numeracy.

These pupils have had less time to benefit from the improved curriculum and good-quality teaching that is now in place.

The school's curriculum is ambitious and of good quality. In most subjects, the key knowledge pupils need is spelled out clearly and linked intelligently by broad themes.

The school uses assessment well. Checks are made in lessons and at points during the school year to see if there are gaps in pupils' knowledge or understanding. Extra help is given, or lessons adapted, to address any gaps identified.

However, a few subjects, such as design and technology, are not as well developed. In these subjects, pupils struggle to connect new learning to what they already know.

The school's provision for pupils with SEND is excellent.

Pupils are supported by staff with great skill, passion and knowledge. Whether in the resource bases or mainstream classes, pupils thrive. Pupils are focused and make good progress in learning.

They show great pride at being in their individual bases and achieve well. Adults develop consistently positive relationships with pupils.

The school's approach to teaching early reading is well embedded.

This starts in Nursery, where children learn and repeat rhymes. In Reception, children learn how to accurately make the sounds of letters and groups of letters using their teeth and tongue, copying the teacher. Pupils in Year 1 take books home that match their phonics knowledge to practise their reading, helping them to develop their confidence as readers.

Most pupils in Year 2 read with confidence and expression. Any pupil at risk of falling behind is given help to keep up.

In lessons, pupils behave very well.

They are attentive and keen to learn. They say lessons are fun. Children show curiosity and imagination.

Pupils move around school in a calm and orderly way. Pupils play happily together at break, line up on the whistle and return to class or their SEND bases sensibly.

The school works hard to make sure that pupils are well prepared for the next stage of their education, promoting ambition and aspiration.

Pupils apply to 'shadow' an adult in school, such as a site manager or a teacher. A careers fair helps to make pupils aware of different career paths, widening pupils' understanding of the world of work.

Creative arts feature strongly across the school.

Pupils visit the theatre, perform shows for parents and reap the benefits of being a Royal Shakespeare associate school. Work with the local mayor and school council elections develop pupils' understanding of democracy. Pupils visit the local care home and raise money for the children's department in the local hospital.

No opportunity is lost to visit places of natural beauty or historical significance.

Systems of governance are highly effective. The local governing committee provides objective oversight and challenge.

The trust provides high-quality support. School staff talk of a team approach based on mutual support and an ethos of positivity. Staff new to teaching are supported well.

Parents and carers are positive about school. For example, one parent captured the views of many in describing the school as 'a nurturing environment where pupils are treated with respect.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few gaps remain in some older pupils' basic skills of reading, writing and mathematics. This is holding them back from achieving as well as they could. The school must ensure that the basic skills of all pupils are secure so that they reach their full academic potential.

• The curriculum in some foundation subjects is less developed than it is in others. Some pupils are unable to connect new learning to what they already know. The school needs to make sure that the curriculum is securely developed across all subjects so that pupils learn well across the whole curriculum.