Sutton Veny CofE School

Highlights from Latest Inspection

What is it like to attend this school?

Children get off to a flying start in the Reception Year.

They are skilfully supported by staff to quickly develop strong communication skills. Children thrive in the early years. They are keen and independent learners.

Staff support pupils' personal development with an enrichment curriculum. For example, pupils learn about falconry and take part in yoga sessions. Key stage 2 pupils enjoy a wide range of after-school clubs, such as choir, dance and street surfing.

They look forward to the residential visits. Pupils say the adventure activities help you to 'conquer your fears'.

Pupils are proud of the roles and responsibilities they hold at school..../>
They help leaders to improve the school as school councillors, sports ambassadors and digital leaders. Pupils know the importance of Anzac Day in their local community. They take part in remembrance activities each year.

Parents and pupils say the school is like a 'family'.

There are positive relationships between staff and pupils. Pupils are polite and show each other respect.

They know how the school's motto, 'Together, through friendship, in peace and with courage, we reach for the stars', helps them make good choices. Pupils say that bullying rarely happens.

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

Leaders and staff have high expectations for children in the Reception Year.

Early years staff have designed an ambitious curriculum. They use the clearly sequenced curriculum to plan for and assess children's development accurately. Staff carefully and successfully match learning resources and activities to meet children's needs.

Staff support children well to build on what they already know. As a result, children in Reception Year, including children with special educational needs and/or disabilities (SEND), are very well prepared for Year 1.

The school's curriculum for pupils in Years 1 to 6 matches the ambition of the early years in some subjects.

The essential knowledge leaders want pupils to know and remember is clearly identified in these subjects. This supports teachers to check pupils' knowledge accurately. They use this information to adapt learning activities to deepen pupils' knowledge or to help pupils catch up quickly.

Teaching ensures that pupils secure knowledge well, including pupils with SEND. By the time pupils reach Year 6, for example, they can explain their mathematical thinking and reasoning effectively.

Nevertheless, the essential knowledge leaders want pupils to know and remember is not identified in some wider curriculum subjects.

In such cases, teaching does not check pupils' subject knowledge and, sometimes, moves on to the next learning activity too quickly. When this occurs, pupils do not build new knowledge and make links between important concepts. For example, the school's curriculum intends that pupils compare similarities and differences between the invasion of Britain by the Romans and the Anglo-Saxons.

However, pupils do not have sufficient knowledge to do this.

Leaders rightly make it a priority for pupils to learn to read. Children in Reception Year start to learn phonics straightaway.

Pupils who need additional help are supported effectively with extra practice. Staff listen to pupils read regularly. Staff check that pupils know and use their phonic knowledge when reading.

This helps pupils improve their reading fluency and comprehension well. However, staff do not consistently check that pupils use their phonic knowledge to spell words correctly. Leaders have plans to rectify this.

In class, teachers share high-quality texts with pupils. They carefully select a diverse range of books to teach pupils about people's lives different from their own. Staff encourage pupils to listen to each other.

Leaders help pupils to be responsible individuals who show respect for each other and the world around them. As a result, pupils deepen their knowledge of British values well.

Leaders and staff have high hopes for pupils' behaviour.

They promote positive behaviour choices with praise. Staff successfully support pupils who need help to understand their emotions. Pupils appreciate the 'recognition boards' that celebrate when they go above and beyond expectations.

Pupils learn to be active citizens in their school community. For example, some pupils contribute as young worship leaders.

Staff are proud to work at the school.

They appreciate the support and consideration of leaders for their well-being. Governors are keen to find ways to reduce staff's workload while maintaining standards. Leaders, including governors, have a clear vision for the school's development.

Safeguarding

The arrangements for safeguarding are effective.

Before staff and volunteers begin working at the school, leaders complete the necessary safeguarding checks. A well-planned induction process explains leaders' expectations for staff to report safeguarding concerns clearly.

Regular training and updates help staff fulfil their safeguarding roles and responsibilities.

Leaders take appropriate action to seek advice and help from external agencies. They secure support for vulnerable pupils and their families swiftly.

Pupils know how to keep themselves safe online. For example, they know to look for the padlock symbol when viewing websites.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, leaders have not identified the essential knowledge they want pupils to remember.

The curriculum does not guide teachers precisely enough about what knowledge should be taught and assessed. As a result, teaching does not support pupils to secure their knowledge of important concepts in Years 1 to 6. Leaders need to identify essential subject content, ensuring that assessment is precise so that pupils know and remember more in these foundation subject curriculums.