The Suthers School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of The Suthers School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding The Suthers School.

To see all our data you need to click the blue button at the bottom of this page to view The Suthers School on our interactive map.

About The Suthers School


Name The Suthers School
Website http://www.suthersschool.co.uk
Inspections
Ofsted Inspections
Mrs Nicola Watkin
Address Cross Lane, Fernwood, Newark, NG24 3NH
Phone Number 01636957690
Phase Academy
Type Free schools
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 484
Local Authority Nottinghamshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and most said that they enjoy coming to school. Pupils recognise that teachers have high expectations of what they should know and be able to do. Most pupils want to do well in their studies.

Pupils know that the school provides an ambitious curriculum, and they appreciate this. Many pupils enjoy the enrichment opportunities offered by the school. For example, pupils can take part in kung fu and dance sessions.

Pupils said that they would not have the opportunity to do such activities elsewhere.

Pupils appreciate the rewards systems and many wear their achievement badges with pride. They feel listened to, and recognise that leaders make chang...es in response to their views.

Pupils reported that behaviour is not consistently good across the school. Younger pupils are particularly concerned that some lessons are disrupted by poor behaviour. Pupils do not think that staff manage behaviour consistently.

Pupils are not concerned about bullying. Pupils said that it is okay to be different in this school. They are confident about reporting any concerns that they might have, and know that they will be taken seriously.

Pupils feel safe in school. The most vulnerable pupils are very well supported.

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

The curriculum reflects leaders' high aspirations for pupils.

It is ambitious and appropriately challenging, including for pupils with special educational needs and/or disabilities. Pupils study a wide range of subjects throughout key stages 3 and 4. As the school grows, leaders are introducing new subjects to broaden the curriculum further.

Leaders prioritise pupils' needs and interests, for example by continuing to offer a subject that only a small number of pupils want to study. The proportion of pupils studying a language at GCSE level is increasing.

Subject leaders are passionate.

They have designed curriculums to inspire and excite pupils. They aim for all pupils to have a rich knowledge of their subject by the end of key stage 3, not just those who will continue studying the subject in key stage 4. Subject plans are very carefully thought out.

Leaders have identified the most important knowledge and concepts that they want pupils to know, and by when. Curriculums are sequenced to help pupils build on their knowledge.

Most teachers have good subject knowledge.

Subject leaders provide effective support for staff who teach outside their area of specialism. Teaching routines, such as the 'connect' activity, are designed to give pupils the opportunity to revisit knowledge to help them remember more over time. Not all staff use agreed approaches effectively.

Teachers make good use of discussion to help pupils develop their knowledge. The school's approach to feedback does not ensure that pupils' misconceptions are routinely corrected in their independent work. Some pupils make the same errors repeatedly, particularly in relation to literacy.

Leaders have not ensured that all pupils behave consistently well. Pupils, particularly younger pupils, reported that lessons are often disrupted by others' poor behaviour. This is especially the case when classes are taught by temporary staff.

Pupils do not always respond positively when challenged by staff. Many pupils, especially in key stage 4, have positive attitudes to school life. They work hard and are polite and respectful.

Leaders have taken effective action to support pupils who find it difficult to attend school regularly.

Leaders promote pupils' personal development well. The curriculums for civics and personal, social and health education provide pupils with the knowledge they need to live responsible, healthy lives.

Pupils understand diversity and embrace differences in others. Pupils receive high-quality careers education throughout their time at school. Pupils are well supported to make decisions about their next steps.

Current Year 11 pupils have appropriate plans for the next stage in their education and development.

Trustees recognise that they have not held leaders to account effectively in the past. Recent changes have led to a strengthening of governance arrangements.

The trust has provided effective support for many aspects of the school's work. For example, middle leaders have benefited from support in curriculum design.

Leaders are taking action to address staff workload.

Teachers who are at the early stages of their career feel very well supported.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are knowledgeable and alert to the safeguarding issues that are pertinent to the local area.

The curriculum ensures that pupils learn about issues that might affect them.

Staff receive regular, up-to-date training. They understand their duties to support safeguarding arrangements, and know how to raise concerns.

Leaders take safeguarding concerns seriously. They take appropriate action, for example by implementing robust risk assessments. Leaders involve external agencies when necessary.

Records are detailed and of high quality. They provide the necessary information to ensure that pupils' well-being can be monitored effectively.

The trust maintains oversight of the school's safeguarding arrangements.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that all pupils behave consistently well. Too often, learning is disrupted by poor behaviour, particularly for younger pupils. Leaders should ensure that the school implements an effective behaviour-management policy consistently.

They should ensure that all staff are supported to manage pupils' behaviour effectively. Leaders should monitor behaviour-management information and act accordingly to tackle issues when they arise. ? The school's approach to feedback does not ensure that pupils' misconceptions and errors are routinely corrected.

Pupils do not always benefit from helpful feedback. Leaders should ensure that the school's approach to feedback is consistently delivered. They should ensure that teachers give pupils regular, helpful feedback.


  Compare to
nearby schools