Sudell Primary School

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About Sudell Primary School

Name Sudell Primary School
Ofsted Inspections
Principal Principal Jenna Harty
Address Ellison Fold Terrace, Darwen, BB3 3EB
Phone Number 01254703440
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 149 (53% boys 47% girls)
Number of Pupils per Teacher 17.4
Academy Sponsor Aldridge Education
Local Authority Blackburn with Darwen
Highlights from Latest Inspection

What is it like to attend this school?

Pupils achieve well. This is because leaders have high expectations for pupils. They have planned an interesting curriculum which matches pupils' needs.

Pupils get the right support from teachers to help them learn successfully across different subjects. This includes pupils with special educational needs and/or disabilities (SEND).

Pupils enjoy being at school.

They are greeted by their kind, friendly teachers each morning. Pupils find their lessons exciting and fun. At breaktimes, pupils play happily, keeping active through the wide range of activities, such as skipping and football.

Pupils appreciate the wide range of books that their teachers rea...d with them. Pupils are excited to listen to weekly visitors who read stories to each class. Star readers are proud to wear their golden jumpers.

Pupils are kind and friendly to each other and to visitors. Pupils who are new to the school are warmly welcomed and make friends quickly. Pupils behave well in lessons and around school.

They know that any incidents of bullying will be dealt with by their teachers quickly.

Pupils feel safe and cared for in school. This is because staff are supportive and encouraging.

Pupils understand that adults in school will listen to any of their concerns.

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

Leaders are determined that all pupils will achieve well. This ambition is reflected in a very carefully planned curriculum.

Pupils develop a wide range of knowledge across different subjects while enjoying their learning.

Leaders have identified precisely the most important knowledge that they want pupils to remember. Pupils learn this knowledge in a well-planned order.

Teachers make sure that new learning builds well on what pupils already know. Leaders ensure that teachers follow the curriculum plans closely.

In some subjects, subject leaders' consideration about the ordering of the curriculum starts in detail at Year 1.

Subject leaders are working with the new early years leader to plan precisely how learning in the Reception class will provide important building blocks for future learning.

Leaders work closely with other professionals, including the educational psychologist, to identify any additional needs that pupils may have. Staff make thoughtful adaptations to ensure that pupils with SEND access the same curriculum as other pupils, where appropriate.

Teachers give pupils plenty of opportunity to revisit their previous learning. For example, staff use mini-quizzes to remind pupils about what they have learned. This ensures that pupils progress well.

On occasion, pupils with SEND do not have enough time to practise and revisit their learning. This slows the progress that some of these pupils make.

In most subjects, leaders have a detailed view of how well pupils are learning across year groups and key stages.

In some subjects, checks are being further developed by leaders to ensure that they are more precisely matched to the curriculum plans.

Pupils, including those with SEND, develop as confident and fluent readers. This is because leaders have placed reading firmly at the heart of the curriculum.

Teachers share a wide range of stories with their classes. Reading areas are full of interesting books for pupils to enjoy. Children start learning new sounds soon after starting in the Reception class.

Teachers make sure that pupils learn new sounds in well-ordered steps. However, some early reading books are not precisely matched to pupils' reading knowledge. Leaders are taking steps to address this.

Pupils concentrate well in lessons. Everyone gets on with their learning. Children in the Reception class listen carefully to adults and follow instructions quickly and calmly.

They enjoy exploring and discovering in the attractive classroom areas.

Pupils benefit from the wide range of well-being provision that leaders provide. For example, pupils can visit the nurture room at lunchtime.

This is a calm, friendly place to relax.

Leaders plan a wide range of carefully considered activities to broaden pupils' experiences. For example, pupils visit museums, the seaside and local landmarks.

Regular visitors to school help pupils learn about the local and wider community. Pupils contribute to school life through their different leadership roles, such as the eco-committee members, science ambassadors and school councillors.

Staff enjoy working at the school and feel very well supported by leaders.

They fulfil the leaders' and trustees' vision in ensuring that pupils are successful in their learning and are well supported. As one staff member said: 'I go home feeling that I have made a difference.'


The arrangements for safeguarding are effective.

Leaders ensure that all staff have regular safeguarding training. This ensures that all are alert to possible signs of abuse. Staff report any concerns to leaders quickly.

Safeguarding leaders follow the latest government guidance when dealing with any safeguarding concerns.

Leaders work closely with a range of external agencies to protect pupils. Leaders ensure that pupils and their families get the support that they need.

Through the curriculum, pupils find out about situations which may lead to harm. For example, pupils learn about the dangers of drugs and alcohol. Pupils know that they should speak to a trusted adult if the actions of others make them feel uncomfortable or unsafe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, assessment systems to check how well pupils are learning are being improved by leaders. At present, not all subject leaders have precise knowledge of how well pupils are knowing and remembering some elements of the taught curriculum. Leaders should ensure that the improvements of these checks take place and are used by leaders to identify how well pupils are learning.

• In some subject areas, curriculum plans do not show the precise steps in learning that children should make in the Reception class, in order to build firm foundations for future learning. Leaders should ensure that subject leaders develop their plans to show these steps in learning. Subject leaders should use this information to ensure that, in all subjects, pupils build their learning in a logical way, starting from the early years.

• For some pupils with SEND, teachers do not plan enough opportunities for pupils to practise and apply their knowledge. This means that these pupils do not develop fluency in some of their learning before moving on in the curriclum. Leaders should ensure that for pupils with SEND, learning is carefully sequenced to enable them to practise and embed key concepts and apply them with fluency.

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