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About Sutton Benger Church of England Primary School
Sutton Benger Primary School has a warm, inclusive ethos. Staff create an atmosphere where pupils feel valued and listened to.
Pupils know they can talk to a trusted adult if they have a problem. Pupils' attitudes reflect the school's values of forgiveness, respect, perseverance, integrity, responsibility and compassion. Pupils believe everyone should be welcomed and treated equally.
They feel safe at school.
Staff expectations of pupils' behaviour are high. Pupils behave well around the school and in lessons.
Staff sensitively help pupils manage anxieties and behaviour. They promote pupils' health and well-being, including those with additional need...s. Pupils say if bullying happens, they are confident adults sort it out quickly.
Pupils are happy and want to do well. They concentrate on learning in class. There is little distraction.
Pupils have a range of opportunities to develop interests outside the classroom. This includes a variety of clubs such as sports, music and team activities. Pupils enjoy leadership responsibilities as worship leaders and as buddies to younger children.
They play a full part in the life of the school and the community.
Many parents are supportive of the school. They praise the commitment and dedication staff provide.
What does the school do well and what does it need to do better?
The school's curriculum is ambitious. It is designed to help pupils build on what they have already learned. In most subjects, the school has put together well-designed and sequenced curriculums that are implemented well.
This ensures that pupils know and remember more over time. For example, in mathematics, pupils in Year 5 can use their knowledge of place value to help them when subtracting numbers. However, in some subjects, the curriculum does not make clear the important vocabulary and knowledge that pupils need to know and what to learn next.
Staff check effectively on how well pupils learn the curriculum in most subjects. For example, in reading and mathematics, staff correct misconceptions and errors quickly. This means pupils' understanding deepens over time.
However, in some subjects, the checks staff make on what pupils know and remember are not used well. This can mean that pupils' errors and misconceptions go uncorrected.
Leaders prioritise reading.
Children in Reception begin to learn to read as soon as they start school. The phonics curriculum is well planned. Staff teach phonics skilfully.
They check pupils' progress and match reading books to the sounds that have been taught. Staff use assessment well to swiftly pick up pupils who fall behind. These pupils get extra support to help them catch up.
Pupils read a wide range of books. They become confident and fluent readers. Pupils enjoy discussing and reading books that introduce them to a range of social issues, for example treating others who are different with kindness and fairness.
Pupils with special educational needs and/or disabilities (SEND) follow the full curriculum. Staff work closely with parents to meet pupils' individual needs. They understand pupils with complex needs well.
Staff adapt the curriculum well to enable pupils with SEND to learn successfully.
In the early years, children learn how to listen well and to follow instructions. Consistent expectations and routines continue as they move up the school.
The school strives to improve pupils' attendance. Staff look for trends and patterns. They discuss improving pupils' absence with parents.
The school offers a range of opportunities for pupils' wider development. Pupils learn to appreciate religions and beliefs that differ from their own. Pupils appreciate difference and have confidence to challenge discrimination.
Through the curriculum, all pupils learn to keep themselves safe when online.
The academy council and the trust understand accurately the school's strengths and next steps for development. They check the success of the school's actions.
The trust and governors fulfil their statutory duties. Staff agree the school supports them to carry out their job well. They are proud to work at the school.
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 subjects, the school has not identified the important content it wants pupils to know and remember. This limits pupils' learning.
The school should ensure that the curriculum identifies the knowledge and vocabulary that pupils are expected to know and remember. ? The school does not use assessment well across all subjects. The school should improve how well staff assess the progress that pupils make against the knowledge identified in curriculum plans and use this information productively to inform future planning.
