Alfred Sutton Primary School

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About Alfred Sutton Primary School

Name Alfred Sutton Primary School
Ofsted Inspections
Headteacher Mr Robert Howell
Address 148 Wokingham Road, Reading, RG6 1JR
Phone Number 01189375411
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 687
Local Authority Reading
Highlights from Latest Inspection


Alfred Sutton Primary School continues to be a good school.

What is it like to attend this school?

The school's 'Sutton six' values form a firm foundation for all aspects of the school's work. The majestic London plane tree, which is situated at the heart of the school, features prominently in these values. Pupils strive to earn 'fruit awards' for effort and 'leaf awards' for conduct, for example.

They wear their reward badges proudly. Relationships throughout the school are warm and positive. Caring staff get to know pupils well.

This makes everyone feel welcome. Pupils know staff want the best for them. One said, 'Teachers are really kind and help you understand in the b...est way you can.'

The school is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). As a result, pupils thrive in this inclusive and vibrant school. Pupils play together harmoniously.

Parents speak very highly of the school. One parent, typical of many, said, 'I know that the staff want the very best for our children.' Children learn how to behave, rooted in the school's values, from the minute they join Nursery.

Older pupils appreciate the opportunity to be 'well-being ambassadors', which involves supporting younger pupils at breaktime. This teaches them valuable skills of organisation and leadership.

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

The coherent curriculum begins in the early years.

The school has thought carefully about the order in which knowledge and skills are taught. Knowledgeable staff accurately identify the needs of pupils with SEND and adapt the curriculum effectively to meet these pupils' needs. Expert staff champion pupils with SEND and other disadvantaged pupils by keeping a close eye on their progress and attendance.

This means that these pupils achieve their very best outcomes.

The school knows that reading 'unlocks learning'. As a result, it is a high priority.

Well-trained staff teach phonics systematically. Children in the early years love practising their phonics. Older pupils relish reading books that have been precisely matched to the sounds that they know.

Everyone works together effectively to develop pupils' accuracy and fluency. Vibrantly themed libraries entice pupils in. Reading features prominently in all classrooms.

Pupils look forward to daily story time with excitement. Staff make all reading activities engaging. In the early years, a strong focus on communication and language prepares children well for Year 1.

Children learn to take turns and share. The well-resourced outdoor space, in the shade of the plane tree, invites children to retell stories they have been told. This helps build vital vocabulary and confidence.

Overall, pupils achieve very well at this school. This prepares pupils at all stages for the next steps in their education. Teachers deliver the curriculum skilfully.

They have strong subject knowledge because they receive excellent training and support. In some subjects, for example art and history, the school has identified the exact knowledge and skills that pupils need to know and remember. However, this is not always the case in the wider curriculum.

Systematic teaching of mathematics in the early years supports children to develop numerical confidence and fluency quickly. Carefully structured activities deepen their understanding of number and shapes. In some subjects, such as phonics and mathematics, staff accurately check that pupils have learned key knowledge and skills.

Such checks on pupils' learning in the wider curriculum are not as meticulous.

Pupils' behaviour and conduct are strong. They know that staff manage behaviour fairly and consistently.

Sanctions are not seen as a punishment but as an opportunity for learning. When pupils fall short of leaders' high expectations, they work with the pastoral team to learn from their mistakes.

The wider personal development of pupils is a strength of the school.

This is because of the thoughtful and coherent approach that the school takes. Pastoral care is strong. The school secures the best support for those who need it the most.

Expert staff teach age-appropriate personal, social and health education (PSHE). Like many other aspects of the school, the PSHE curriculum is rooted in the school's values. A different value is the focus of each term.

Pupils strive to demonstrate the 'Sutton six' values in all aspects of school life and gain house points for demonstrating them. Pupils delight in celebrating the cultural diversity and inclusivity of their school. A wide range of clubs enables pupils to develop skills and talents beyond the curriculum.

Memorable trips and visits engage pupils and help to build their understanding of the world.

Staff are proud to work at the school. Strong collaboration between teachers and support staff contributes to the team ethos.

Staff appreciate the consideration leaders give to well-being and workload.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects require further refinement.

As a result, pupils' learning is not as deep as it could be in some aspects of the curriculum. The school should make sure that the curriculum is fully effective in all areas, including in how assessment is used to maximise pupils' achievement.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in October 2012.

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