Sunning Hill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy at this nurturing school. They are very proud of their respective religions and traditions, while understanding and valuing those which are different from their own. Pupils have a strong grasp of fundamental British values and explain well their relevance within and beyond school.

Pupils rise to the school's high expectations of achievement. When learning activities challenge them they show resilience. Children in the early years achieve highly and are exceptionally well prepared for key stage 1.

Pupils, and children in the early years, behave exceptionally well. From entering the school, sometimes as two-year-olds, children learn to behave in wa...ys which enable them to thrive as learners. They listen with rapt attention and follow instructions immediately.

This very positive behaviour continues through to the end of Year 6. Pupils are unfailingly polite, cheerful and helpful, both in lessons and at social times.

Pupils attend a wide range of activities, which the school provides.

These include music and debating. They learn about their responsibility for protecting the environment. Pupils help to improve their community, for example by making bird feeders.

They raise money for local and global charities. Some pupils in key stage 2 take on leadership positions.

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

The school has developed an ambitious curriculum from the early years to Year 6.

In all subjects, the curriculum details what pupils should learn and in which order they should learn it.

Teachers undertake training which helps them to develop strong knowledge of the subjects that they teach. They choose learning activities and resources which motivate pupils and help them to achieve well.

Most pupils make very strong progress through the curriculum in most subjects. Children in the early years make exceptional progress, whatever their starting points.

Teachers regularly check pupils' learning and use this information well to adapt teaching.

In the early years, highly trained staff expertly identify and address gaps in children's communication and language skills during activities which precisely match learning needs.

In most subjects in key stages 1 and 2, teachers help pupils to remember what they have learned. However, in some subjects, they do not revisit previous learning frequently enough.

As a result, some pupils cannot remember aspects of essential knowledge which they need before starting a new topic.

Throughout the school, teachers read to pupils frequently, sharing their own enthusiasm for books and authors. They encourage pupils to read for pleasure at home as well as in school.

Children in the early years, including two-year-olds, listen with wonder to stories, songs and rhymes in an environment which is exceptionally rich in language. These enjoyable experiences of language and books enable them to make a flying start to the Reception Year. Staff expertly teach early reading.

They ensure that pupils who find reading difficult have the help that they need. By the end of key stage 1, almost all pupils are fluent and accurate readers.

In 2024, there was a slight decline in pupils' achievement in reading at key stage 2.

As a result, the school made changes to the curriculum to address some weaknesses in accuracy, self-correction and understanding of more difficult vocabulary. It is too early for these changes to have had a significant impact on achievement.

The school rapidly identifies the needs of pupils with special educational needs and/or disabilities (SEND).

These pupils have all the help that they need to learn the ambitious curriculum alongside their classmates.

The school has exceptionally high expectations of behaviour. From the early years, staff help children to develop self-control and curiosity.

Pupils appreciate opportunities to meditate and empty their minds of everything but the learning ahead. Pupils share staff's infectious enthusiasm for the subjects that they are learning. Classrooms are full of smiles and laughter.

At all times, pupils, and children in the early years, conduct themselves with a maturity beyond their years.

The school provides experiences that prepare pupils for life beyond the classroom. Pupils understand how to keep themselves physically and emotionally healthy.

With understanding appropriate for their age, pupils learn about issues such as healthy relationships.

Leaders have developed a clear vision which incorporates pupils achieving well and making a strong contribution as citizens of modern Britain. Governors have exceptional professional experience.

They have had a significant impact on the development of the school.

The school has developed very strong relationships with its families. Parents appreciate the efforts that the school makes to involve them in their children's learning.

Staff are proud to work at this school. They know that their hard work is valued. They appreciate that the school's policies and procedures take into account their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? The reading skills of some pupils in key stage 2 are not sufficiently well developed in relation to accuracy, self-correction and the understanding of more sophisticated vocabulary. The school should build on recent changes to the curriculum to enable pupils in key stage 2 to reach their full potential in reading.

• In a small number of subjects, some pupils struggle to recall some of the key concepts and related vocabulary that they have learned in previous years. As a result, sometimes they cannot build on essential prior learning when introduced to something new. The school should ensure that teachers revisit essential knowledge sufficiently frequently to enable pupils to know and remember more.