Sutton Community Academy

Highlights from Latest Inspection

What is it like to attend this school?

Sutton Community Academy is a much-improved school that sits proudly at the heart of its local community. Pupils and parents and carers are optimistic about the positive changes that have taken place.

Pupils appreciate learning in an environment where everyone wants them to do well. One pupil spoke for many when saying that the school is 'way better than it used to be'.

The school is inclusive.

Pupils are well supported. Most pupils show respect to others and conduct themselves appropriately. Staff deal with lesson disruptions swiftly, meaning that pupils can continue to learn.

Pupils say that staff are fair and respond to incidents of poor behaviour... consistently. A small number of pupils receive effective support from staff to improve their behaviour.

Leaders take incidents of bullying seriously.

Pupils readily share any worries they have with staff, for example through the school's online referral system, 'Fearless'. Staff act promptly to resolve pupils' concerns. Most parents agree that this is the case.

Pupils have many opportunities to develop their talents and interests. Some pupils are excited about a planned expedition to Everest Base Camp next year. Pupils enjoy tracking their own accomplishments as part of the 'Sutton Pledge'.

They are well informed about future opportunities for education, training and employment.

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

Leaders' relentless determination to improve the school has paid off. They work closely with trust leaders to identify priorities and bring about the necessary changes.

Leaders have created an ambitious school culture. Staff have high aspirations for what pupils can achieve. Most pupils are motivated and want to do well.

As one parent explained, 'Leaders understand where the pupils come from. They allow pupils to see that their horizons are wider than the local area.'

Leaders have enriched the curriculum offer since the previous inspection.

Key stage 3 pupils spend more time studying a broad variety of subjects in sufficient depth. Almost all pupils in key stages 3 and 4 now learn a modern foreign language (MFL). Sixth-form students study a wide range of academic and vocational courses.

This includes those offered by the trust's nearby college.

Curriculum leaders have done a lot of work to improve the quality of education. In most subjects, they have identified what they want pupils to know and in what order.

Well-developed curriculums in English, mathematics, history and physical education (PE) help pupils to secure their knowledge and skills. Leaders are well on the way to developing the curriculum in MFL.

Teachers take pride in their subject-specialist knowledge.

They value the training available through the trust to enhance their practice. Teachers ask challenging questions to check pupils' understanding. A new approach to providing pupils with feedback is not used consistently well by teachers, however.

Inaccuracies and misunderstandings in pupils' written work are sometimes ignored. Pupils do not always know how they can get better at a subject.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND).

Leaders identify these pupils' needs accurately. Some teachers do not use information about these pupils well enough when planning or adapting the curriculum. Many parents commented positively about how the provision for pupils with SEND has improved.

Teachers read regularly with pupils during tutor time. Chosen texts are varied and complement the English curriculum. Some teachers are not as skilled as others at engaging pupils with this programme.

Pupils who need help with their reading are getting the support they need. These pupils read with increasing fluency and accuracy.

Pupils' attendance has been affected repeatedly by COVID-19.

Effective support by leaders is improving attendance. However, too many pupils are regularly absent. This includes disadvantaged pupils and pupils with SEND.

The numbers of pupils removed from lessons or excluded from school temporarily are declining.

Students enjoy studying in the sixth form. They value their established relationships with supportive staff.

They learn age-appropriate ways to stay safe through a well-planned life skills programme. Most of these students aim to attend university or to secure higher level apprenticeships.

Leaders promote pupils' personal development well.

Pupils know how to look after their physical and mental health. They learn about potential risks in their local community. Relationships and sex education is detailed.

The careers programme is of a high quality. The curriculum does not cover British values explicitly enough.

Senior leaders are mindful of staff's welfare and well-being.

Most staff feel valued.

Significant investment by the trust is funding improvements to the school's environment. Trust officers, and those responsible for governance, have been key in supporting the school to improve.

They are ambitious for how the school can continue to get better.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding.

Safeguarding leaders are knowledgeable. They monitor vulnerable pupils closely and ensure that they get the help they need quickly, including from external agencies.

Staff understand and fulfil their duties to safeguard pupils.

Leaders remind staff regularly about local safeguarding risks. Staff know how to recognise and report potential concerns about pupils, including in relation to harmful sexual behaviour.

Pupils learn how to spot potential risks to their safety.

They are confident that staff will take concerns about their safety seriously and act in their best interests.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not consider the needs of pupils with SEND well enough when planning the curriculum. When the curriculum is not adapted carefully enough, these pupils are not able to build their knowledge and skills successfully over time.

However, it is clear from leaders' actions that they are in the process of checking that there is consistency across all subjects in how the curriculum meets the needs of pupils with SEND. For example, leaders have made sure that the needs of these pupils are identified accurately to help inform curriculum planning. For this reason, the transitional arrangements have been applied.

Leaders should ensure that the curriculum caters for the needs of pupils with SEND, so that these pupils acquire the knowledge they need to achieve well. ? The school's strategy to provide pupils with feedback on their written work is not implemented consistently well. Not all staff identify and address errors and misconceptions in pupils' work.

This leaves some pupils with misunderstandings and gaps in their knowledge. Leaders should review their approach to providing pupils with feedback to ensure that errors and misconceptions are identified correctly, to help pupils know and remember more over time. ? The curriculum in French is not yet sufficiently well planned and sequenced in Years 9, 10 and 11.

Gaps in pupils' knowledge of phonics, grammar or vocabulary in these years are not mapped out sufficiently well. It is not fully clear what these pupils should learn and when to build their knowledge of French over time. Leaders' work to review and plan the French curriculum should be completed rapidly, so that pupils in Years 9, 10 and 11 can be successful in learning this subject.

• Some pupils do not attend school regularly enough, particularly disadvantaged pupils and pupils with SEND. These pupils miss out on learning important knowledge and on experiences to support their wider personal development. Leaders should continue to develop strategies to support all pupils to attend regularly.

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