Sutton CofE VC Primary School Ofsted Report

Full report

What does the school need to do to improve further?

• Strengthen leadership and management, by:
  • training and coaching senior leaders to lead on aspects of school improvement work, so that leadership responsibility is distributed further
  • continuing to develop the role of subject leaders, so that they have the skills and subject knowledge to secure the progression of skills and knowledge across the curriculum
  • developing the school’s assessment system across all curriculum areas, so that senior managers and subject leaders can readily check progress for individuals and groups of pupils and evaluate the effectiveness of teaching and the curriculum.
• Continue to improve teaching and learning, through:
  • ensuring that teachers consistently apply the same high standards for learning and behaviour in all year groups and across all subjects
  • securing consistently precise planning, so that the work set meets the needs of all pupils and ensures that they make good progress
  • ensuring that phonics is well taught, so that all pupils are able to make good progress in developing their early reading skills.
• Improve leadership in the early years, to ensure that:
  • continuity of teaching is improved, and the quality is consistently good
  • all staff know how to accurately assess what children can do and are able plan effectively for their next steps in learning
  • independent play activities are purposeful and linked to specific areas of learning.

Inspection judgements

Effectiveness of leadership and management

Requires improvement

• There have been a considerable number of staffing changes since the last inspection. This turbulence has created a legacy of inconsistent expectations among teachers and support staff leading to variable outcomes. Some pupils are not making the progress of which they are capable.
• The headteacher has appointed a new senior leadership team and is focused on making the improvements that are necessary. Despite some clear signs of positive impact, the pace of change has not been fast enough. There is much to do and the majority of parents and carers would not recommend this school to others.
• The local authority has supported the development of important leadership roles such as in the early years and for English and mathematics. These leaders are developing a more rigorous approach to monitoring the quality of teaching and are starting to introduce new curriculum initiatives.
• Planning for a progression in knowledge and skills in subjects other than English and mathematics (the foundation subjects) has not been a high priority in school improvement planning. Foundation subject leaders do not have a clear view of how effectively their subjects are being taught and whether pupils are making the progress that will enable them to succeed.
• Decisions that changed the organisation of the Year 1 and Reception classes were made before the headteacher’s arrival in September 2018. The justification for these changes was not communicated in a sufficiently clear and timely manner and they have consequently caused considerable concern among parents. Further staff changes within these classes have increased instability and contributed to unevenness in the quality of teaching.
• The school has significantly changed its approach to the way that it manages its provision for pupils with special educational needs and/or disabilities (SEND). Developments such as extra support in the nurture room for pupils with social and emotional needs and specific training for teaching assistants are improving provision for pupils with SEND. The new special educational needs coordinator (SENCo) has worked closely with the local authority, which has provided guidance on interventions and strategies. The SENCo supports teachers in planning for learning to ensure that teaching and the curriculum for pupils with SEND are appropriate and effective.
• Since the last inspection, there has been a stronger focus on the needs of disadvantaged pupils. The school has appointed a dedicated lead for this group of pupils and a ‘champion’ to act as their advocate. This team has ensured that pupil premium funding is used more effectively to provide support and ensure equality of opportunity for disadvantaged pupils. The enhanced provision, which includes additional in-class support, nurture and booster teaching, is continuously assessed with leaders targeting improved progress for disadvantaged pupils. The school’s strategies are bearing fruit, with current assessments showing that in Year 6, all disadvantaged pupils are making better progress from their starting points.
• Improved dialogue with the parents of disadvantaged pupils has resulted in attendance for this group increasing considerably. The rate of persistent non-attendance has also decreased and is now more closely aligned with national figures.
• The school uses additional funding from the physical education (PE) and sport premium to promote healthy lifestyles and to enable pupils to take part in inter-school tournaments. The funding has also been used to provide new playground equipment, as well as a sports coach who offers a range of additional physical activities at lunchtimes. However, the school does not monitor the impact of this spending sufficiently closely to ensure that all pupils benefit from this provision and that it provides good value for money.
• Memorable trips and learning opportunities, celebratory displays and engaging assemblies all make an effective contribution to pupils’ spiritual, moral, social and cultural development. For example, in an assembly about teamwork, pupils were able to identify the main message about trust and relate this to other known values such as perseverance and thankfulness. They engaged in the discussions and listened carefully to each other. Pupils are using the vocabulary of values with increasing frequency and say that this emphasis is having a positive impact on their behaviour.
• Newly qualified members of staff are well supported by the school. They are assigned mentors and their training needs are carefully considered. They receive a good-quality induction.

Governance of the school

• Governance is a developing strength. Governors represent a wide range of skills and experience and use their knowledge to provide increasingly effective challenge and support. In this way, governors celebrate the school’s strengths as well as identifying weaknesses and areas for improvement.
• Governors have been well supported by the local authority, which recently reviewed their effectiveness and suggested important areas for development. Governors responded rapidly and put in place new systems and processes as a result. Their understanding of the school’s development needs is accurate. They have systems in place that allow them to regularly check on pupils’ learning and on progress in specific areas of the school’s development plan.
• Governors have audited their training needs and taken steps to ensure that they are up to date with all aspects of school life. Governors are mindful of their legal obligations, particularly in regard to safeguarding, and ensure that these are properly met and that systems are fit for purpose.

Safeguarding

• The arrangements for safeguarding are effective.
• The leadership team has made sure that staff understand their safeguarding responsibilities. Staff are vigilant and proactive. The school works closely with parents, carers and other agencies, such as the local multi-agency safeguarding hub, to ensure that pupils are kept safe.
• Leaders have ensured that appropriate staff training is in place. Safeguarding issues are discussed as necessary in staff meetings. The school’s record keeping is appropriate and staff are able to use the web-based reporting system. Historical records are stored securely.
• Governors check safeguarding procedures. They are aware of their development needs and have accessed training appropriately. Governors have ensured that recruitment processes are secure, and legal requirements are met.
• The large majority of pupils feel safe in school and say that there are adults they can talk to if they are worried. Pupils agree that there is some bullying and discriminatory behaviour, though believe this is reducing. Participation in anti-bullying week and regular internet safety sessions contribute to pupils’ well-being and their view that, ‘it is quite a calm school now,’ and, ‘it is improving a lot.’
• The school site is maintained with pride and care. The premises provide a safe environment, and pupils, when outside, are appropriately supervised.

Quality of teaching, learning and assessment Requires improvement

• Teaching in the school is not good. Leaders’ recent actions are beginning to have the intended impact, but they have not secured consistency in practice across the school. Staff turbulence has contributed to the difficulties regarding this. In some year groups, teachers’ expectations are not high enough. Teachers are insufficiently clear about the specific actions needed to improve pupils’ progress. Curriculum time is not always well used and there are misconceptions within the assessment system. These factors impede pupils’ progress.
• Pupils’ learning is sometimes laboured, and time is not well used. Where progress is weak, teachers do not explain and demonstrate sufficiently clearly, and pupils are unsure about what is expected of them. Often pupils are slow to start work and, because teachers do not insist, they do not listen carefully to instructions.
• Teachers’ planning is not sufficiently precise and often more thought is given to the activity than what it is that pupils need to learn. As a result, planned activities do not match the learning objectives. For example, in a Year 2 mathematics lesson, pupils were engaged with the practical activity, but there was little evidence of challenge and the elements of the lesson did not follow sequentially. Pupils did not grasp the links between the activities and their understanding of fractions was not deepened. In such instances, learning time is wasted.
• Phonics teaching requires improvement. Regular checking of how well pupils are doing has allowed teachers to identify gaps in pupils’ learning and group them according to need. Engaging strategies are used in some groups, but not consistently. Consequently, many pupils do not participate fully. Some staff lack sufficient knowledge of how to teach phonics and do not correct pupils’ mistakes.
• The teaching of early reading skills is not yet secure for all pupils. Less able pupils in Year 1 and Year 2 are not able to properly use their phonics skills to break words down into shorter sounds to read them. Inspectors found little evidence to suggest that these pupils read frequently to adults in school or that they are encouraged to take their books to share at home. Opportunities to practise and develop higher level reading skills are limited.
• In key stage 2, leaders have introduced a scheme aimed at improving pupils’ vocabulary and encouraging them to make better word choices in their writing. This is having a good impact, with evidence of Year 6 writers using an increasingly sophisticated vocabulary. Pupils are enthusiastic about this learning. The recent focus on handwriting is also showing positive signs, with more pupils joining their letters and growing improvements in the presentation of work in books.
• Pupils generally think that teachers set work that challenges them. This is not the case throughout the school. There is good evidence of strong writing and mathematics work in Years 5 and 6, and teachers’ assessment of pupils’ work matches the standards observed in books. In other year groups, it was not clear that the most able pupils were stretched with their learning, and they were not working at the higher standard of which they were capable. In these instances, the pitch of learning is not sufficiently high for the most able.
• Improvements in writing mean that pupils are joining their letters at an earlier stage. By the end of key stage 1, pupils have had the opportunity to write in a variety of styles, such as reports and instructions. The evidence in Year 2 writing books is that many pupils are using correct punctuation and phonetically plausible spellings for their age.
• Much of the curriculum is taught through a topic approach, where artwork and creative writing are flourishing. In key stage 2, recent work on the Romans has produced some intricate mosaics, and fenland watercolour paintings on display are carefully executed and illustrate increasing artistic control. Writing on themes such as the Littleport riots and plastics pollution that have been developed through topics, demonstrates that pupils are making links between their learning and are capable of thoughtful work across a variety of subjects.

Personal development, behaviour and welfare Requires improvement

Personal development and welfare

• The school’s work to promote pupils’ personal development and welfare is good. Pupils said that their teachers listen carefully to them and that they feel safe in school.
• Pupils’ needs are managed appropriately. The school is developing partnerships with parents who may require help and support with their children’s medical or emotional issues. As a result, there is clear evidence of improvements in their behaviour and attendance, resulting in their better progress and more positive attitudes to learning.
• Pupils enjoy school. They uphold the school’s values and see improvements in their behaviours. They understand the importance of being respectful to others. Throughout the inspection, pupils were happy to talk about learning and those aspects of school they most enjoy.
• Pupils have a good understanding of how to keep themselves safe. The recent leadership focus on online gaming has supported parents and guided pupils into making informed decisions about age-appropriate sites on the internet.
• Pupils make a positive contribution to school life. Older pupils enjoy the responsibility of additional roles, such as setting up for assemblies and supporting younger pupils through the ‘buddy’ system.

Behaviour

• The behaviour of pupils requires improvement. Parents have mixed views about the school’s approach. A large minority are concerned about behaviour and bullying. The headteacher has introduced a new behaviour policy which is starting to show evidence of improvements being made. An analysis of incidents led to specific training in managing and de-escalating challenging behaviour. As a result, the frequency and severity of incidents of poor behaviour have reduced.
• Pupils say that behaviour is getting better, but also express their concerns about some classrooms being too noisy. Pupils’ behaviour varies between classes according to the quality of teaching. Where behaviour is poor, pupils lose interest, are easily distracted and are reluctant to start work. In these instances, their progress is limited.
• During the inspection, pupils were seen to be kind to each other, thoughtful and respectful. Their behaviour at playtime was considerate. They shared toys and equipment and did not allow their games to spill over into other’s play spaces. Pupils behaved well in the dining hall and enjoyed the company of their parents who had joined them for a Mothers’ Day lunch.
• The school uses an increasing range of strategies aimed at improving attendance. Regular checking of attendance data enables the leadership team to identify pupils and families that are of concern, and to act swiftly to provide support. This positive approach and the use of awards reinforce the importance of good attendance. The rate of persistent non-attendance has reduced considerably and attendance for disadvantaged pupils is much improved. However, overall attendance remains below the national average.

Outcomes for pupils Requires improvement

• In 2018, key stage 2 pupils’ attainment at the expected standard in reading, writing and mathematics was closely aligned with the national averages. For the third consecutive year, an increased number of pupils reached the expected standard in all three subjects combined. However, overall progress for the majority of Year 6 pupils, including the most able, remained either average or below average.
• Pupils’ attainment at the end of Year 2 in reading, writing and mathematics was also close to the national averages at both the expected standards and at greater depth. School leaders are starting to use their assessment information to target teaching in order to achieve more ambitious targeted outcomes in 2019.
• Teaching is not consistently good, and thus the progress for current pupils in reading, writing and mathematics both within and across year groups is variable. However, work in books and current assessment information indicate that pupils in upper key stage 2 are making stronger progress than before. A larger proportion of pupils are now working at the higher standard in reading and mathematics.
• Disadvantaged pupils are making better progress than in previous years. This is because the school is doing more to support the needs of this group of pupils. Additional funding is being used increasingly effectively, and the gap between disadvantaged pupils’ attainment and that of other pupils is diminishing.
• The outcomes of Year 1 pupils in the national phonics screening check fell below the national average last year. Phonics outcomes require improvement. Teaching is inconsistent and subject knowledge is not strong. Staff absence has resulted in urgent training in phonics being postponed.
• Generally, pupils enjoy reading, and those in key stage 2 are being guided well in developing their comprehension skills. Pupils and adults are positive about the recent focus on developing vocabulary. There is strong evidence to suggest that this is having an impact and improving pupils’ written work. For example, pupils’ spelling is largely accurate and their vocabulary selection more ambitious than earlier in the year.
• In key stage 1, pupils use reading scheme books which are linked to phonic development. However, the least able pupils lack sufficient phonic knowledge to enable them to read fluently. Despite being able to sound words out, they tend to guess and are not developing higher order reading skills.
• In some areas of the curriculum, pupils make good progress with their learning. For example, older pupils have been writing to penfriends in French. They are able to write about their friends, families and school communities. Their use of vocabulary is good and their pride in presentation is evident.
• The school has enthusiastic and creative teachers who have developed exciting and accessible aspects of the curriculum. For example, the recent science week enthused and engaged many pupils in making working models. In science, as well as for other subject areas, the assessment of pupils’ progress is at an early stage of development.

Early years provision Requires improvement

• Children join Reception Year with broadly typical skills and knowledge for their age. The proportion of children who go on to attain a good level of development at the end of their Reception Year has been consistently close to the national average since 2017. They enjoy their learning, but do not make all the progress of which they are capable.
• Staff changes within early years have presented challenges in ensuring consistency in teaching and in addressing areas of underperformance. Staff lack the confidence to teach effectively in a mixed-age Reception and Year 1 setting.
• The staff team does not have an accurate understanding of what children know and can do and how to use this knowledge to plan for the next steps in children’s learning. School leaders have identified improvements in the quality of observations and assessments made by teachers and support staff, but the accuracy of assessment is not yet good.
• Phonics teaching in early years has some strengths. Children were engaged in their learning, and enjoying the familiar routines of these sessions. When learning was strongest, teachers used effective strategies for learning. Lack of writing opportunities means that children’s learning in phonics is not extended, and they are not challenged to make more progress.
• The effectiveness of teaching in early years is mixed because staff do not make the most of the learning environment. When working directly with adults, children have the opportunity to extend their language and mathematical skills. However, the outdoor learning provision contains too much play that is not linked to learning. Children do not have the chance to apply their knowledge and understanding in other contexts. There have been recent improvements in the quality of the indoor space, which is bright, welcoming and well resourced.
• Children with additional needs are well supported in the setting. Relationships between adults and children are good. The children play well together and are considerate of others. They understand when they must be quieter during the less structured activities so that they do not disturb the older children’s learning.
• The teaching arrangements in early years have been adapted to enable adults to provide age-appropriate learning opportunities. The learning environment is now more engaging for children and the developing layers of challenge are starting to have a positive impact on their progress.
• Following support from the local authority, leadership in early years is improving. Leaders now have a detailed plan that has identified key areas for improvement. Safeguarding arrangements in early years are secure.

,

School details

Unique reference number Local authority Inspection number 110802 Cambridgeshire 10054366 This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Primary School category Age range of pupils Gender of pupils Maintained 4 to 11 Mixed Number of pupils on the school roll 312 Appropriate authority The governing body Chair Headteacher Dr Stuart Davis Mrs Emily Gore-Rowe Telephone number 01353 778351 Website Email address www.sutton.cambs.sch.uk head@sutton.cambs.sch.uk Date of previous inspection 20 April 2018

Information about this school

• The school is slightly larger than the average-sized primary school.
• The headteacher took up her post in September 2018 and subsequently appointed the current leadership team.
• The proportion of pupils eligible for the pupil premium is below the national average.
• The percentage of pupils with SEND is much lower than for most primary schools nationally. The proportion with an education, health and care plan is average.
• The majority of pupils are White British. The proportion of pupils from a minority ethnic background is low.
• The school was subject to a Statutory Inspection of Anglican and Methodist Schools (SIAMS) in March 2015. Its distinctiveness as a Church of England school was judged to be satisfactory.

Information about this inspection

• The inspectors looked at teaching in all classes. They were joined by the headteacher, deputy headteacher and senior leaders for many of these observations.
• Pupils were observed during assembly and at playtimes. They were spoken to informally in the classroom and during lunchtimes. Inspectors also held formal meetings with groups of pupils. They discussed their learning and opinions about issues such as behaviour. Inspectors also listened to pupils read. Throughout the inspection, inspectors checked work in a wide range of pupils’ books.
• Discussions about school activities were held with governors, a representative from the local authority, the headteacher, deputy headteacher and staff members, including the SENCo.
• The inspectors reviewed the school’s website and looked at a range of the school’s documents, including those relating to development planning, assessment, special educational needs, attendance and safeguarding.
• The inspectors spoke to parents in the morning in the school playground. They considered over 70 responses to Ofsted’s online questionnaire, Parent View, as well as the 30 responses to the staff questionnaire.

Inspection team

James Richards, lead inspector Linda Bartlett Kay Tims

Ofsted Inspector Ofsted Inspector Ofsted Inspector