The Suthers School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this inclusive school are friendly, polite and respectful. They feel happy and safe. They follow 'The Suthers Way'.

The 'TORCH' character strengths of tenacity, optimism, respect, curiosity, and hard work underpin all that the school does.

The school has high expectations for what pupils can achieve, including those with special educational needs and/or disabilities (SEND). It has developed an ambitious curriculum that reflects those expectations.

Pupils benefit from regular reading sessions that encourage a love for reading.

There are positive relationships between staff and pupils. Staff care about their pupils' education and well-being.<...br/>
Clear, consistent routines ensure pupils behave well and focus on their learning within a calm and purposeful environment. They behave well at social times, including in the busy refectory. The school does not tolerate bullying.

Pupils enjoy opportunities to develop their character. They take part in careers fairs and cultural events. The school offers a comprehensive range of extra-curricular activities.

Most parents and carers are positive about the education their children receive. Many agreed with one parent's comment: 'My child continues to mature into a confident and articulate young person who will, thanks to the school and its dedicated and inspiring staff, fulfil their potential.'

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

The school has identified the important knowledge that pupils need to know and remember.

Leaders have identified the core content of the curriculum. They have ensured that the curriculum is progressive so that pupils build on what they know. As a result of this, pupils achieve well.

Teachers have strong subject knowledge. Lessons start with a 'connect' task to check pupils' prior knowledge and understanding. Teachers check what pupils know and demonstrate what they need to do.

When this is done well, it is effective. However, these checks are not made consistently well in all subjects.

The school accurately identifies the needs of pupils with SEND.

Staff know these pupils well as individuals. As a result, pupils get the help and support they need.

The school's central focus on reading helps pupils both to extend their vocabulary and develop a genuine love for reading.

Pupils read often. Younger pupils read in tutor time and have a weekly reading lesson in the 'Fern'. Pupils at an early stage of reading get the help they need to become confident and fluent readers.

The trustees and the local governing body have a good understanding of their roles and responsibilities. They provide appropriate challenge and support to the school. This helps the school to make the necessary improvements to the curriculum and systems.

The school has introduced a revised behaviour policy that includes a clear approach to sanctions and rewards for pupils. This is appreciated and well understood by staff and pupils. Pupils behave well.

The school has developed a rich and comprehensive personal development programme. Pupils learn about healthy relationships, equality and diversity in an age-appropriate way in their 'PD' lessons. They develop an understanding of fundamental British Values and tolerance for others.

Pupils enjoy debating and exploring their own views on spiritual and moral issues. They learn how to keep themselves safe, both online and in the local and wider community. They are prepared well for adult life.

The school prepares pupils effectively for their next steps. All pupils receive effective careers education, information, advice and guidance. The school works with local businesses to provide pupils with opportunities to learn about the workplace.

Careers fairs and guest speakers help pupils to understand the opportunities that are available to them.

The school is well led and managed. The school is considerate of the workload and well-being of staff.

Staff appreciate the opportunities provided for professional development.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is a little variability in the implementation of the curriculum.

In some lessons, pupils' understanding is not systematically checked. This means that some pupils are not able to benefit from the content being taught. The school should ensure that the checks made on pupils' learning are used consistently well in all lessons.