School etc

Sutton Park Community Primary School

Sutton Park Community Primary School
Greatfield Road

phone: 01562 67742

head teacher: Ms Marie Buckland

school holidays: via Worcestershire council

228 pupils aged 2—10y mixed gender
210 pupils capacity: 109% full

130 boys 56%


100 girls 44%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 2007
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 381726, Northing: 275904
GPS coordinates
Latitude: 52.381, Longitude: -2.2699
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 7, 2012
Region › Const. › Ward
West Midlands › Wyre Forest › Sutton Park
Urban > 10k - less sparse
SEN priorities
SLCN - Speech, language and Communication
ASD - Autistic Spectrum Disorder
Free school meals %

25 September 2014
Miss A Crawley
Sutton Park Community Primary School
Greatfield Road
DY11 6PH
Dear Miss Crawley

No formal designation monitoring inspection of Sutton Park Community
Primary School

Following my visit to your school on 24 September 2014, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the

inspection findings.
The inspection was a monitoring inspection carried out in accordance with the no
formal designation procedures and conducted under section 8 of the Education Act
2005. The inspection was carried out because the Chief Inspector was concerned
about behaviour at the school.


I considered a range of evidence including:

  • observations of pupils’ behaviour and their attitudes to learning in lessons
  • observations of pupils’ behaviour throughout the day, including discussion
    with pupils
  • documentary evidence
  • discussions with school leaders and staff.
    Having evaluated all the evidence I am of the opinion that at this time:
    Leaders and managers have not taken effective action to maintain the high
    standards of behaviour and attitudes identified at the school’s previous inspection.
    You were appointed as headteacher in September 2014.
    Sutton Park Primary is a smaller than average sized primary school. The proportion
    of pupils that are eligible for pupil premium funding (additional funding provided for
    pupils known to be eligible for free school meals and those in the care of the local
    authority) is broadly average. A very small proportion of pupils are from minority
    ethnic groups. The proportion of disabled pupils and those with special educational
    needs supported at school action is below average, but is above average for those
    supported at school action plus or with a statement of special educational need.
    Behaviour and safety of pupils
    Since the previous inspection in November 2012 the behaviour of pupils has
    declined. This is mainly as a result of the school’s previous weak management of a
    small number of pupils who regularly display very challenging behaviour which has a
    negative impact on their own learning and the behaviour and learning of others. A
    number of pupils, parents and staff expressed a sense of frustration that this
    behaviour has continued for an extended period of time. Since your appointment as
    headteacher in September 2014 you have quickly gained an accurate view of this
    situation and have made it a priority for improvement. It is too soon to accurately
    measure any improvement made, however parents, staff and pupils agree that you
    have already begun to make a difference. One pupil told me that ‘our new
    headteacher is strict – when she says something – she means it.’ The parents who
    spoke to me agree with this view and feel confident that if they raise a concern it is
    listened to and acted upon.
    Rightly, you have included the behaviour of pupils as a priority in the school
    improvement plan. You and the deputy headteacher have identified some
    appropriate actions that need to be taken. However the plan is not detailed enough.
    In particular, it does not include information about how leaders and governors will
    check or measure if the actions have been successful.
    In the past pupils have walked out of lessons too often and there has not been a
    clear procedure in place to manage their behaviour. While some pupils still do this,
    they are now clear that there are consequences to their actions and are beginning to
    think more carefully about making the decision to leave the classroom. Leaders do
    not keep precise enough records about this type of behaviour to be able to show
    whether this situation is improving.
    There is a system in place for recording incidences of poor behaviour but it is not
    used consistently by all staff. As a result leaders do not have a full record of any
    challenging or negative behaviour that occurs. Equally, the incidents that are
    recorded are not analysed to check for trends or patterns. Consequently leaders
    cannot check if the support that they provide for pupils is making a difference.
    There is a consistent approach to managing behaviour across the school. Pupils
    understand the rewards and sanctions associated with the ‘zone boards.’ Most pupils
    respond well to this approach and are keen to behave well. Pupils whose behaviour
    is more challenging have individual behaviour contracts, often involving a sticker
    chart. The pupils who spoke to me understood fully that they needed to improve
    their behaviour and how the chart worked. They also acknowledge that the adults in
    school are trying to help them. However, pupils could not explain how or if they
    were learning new strategies to help them to make better choices about their
    behaviour. A number of staff members are currently being trained on a new
    intervention programme called THRIVE which is designed to do precisely this
    however the training is not yet completed. School records show that where exclusion
    of pupils occurs it is proportionate and is used only as a last resort.
    During the inspection I observed the majority of pupils moving around the corridors
    and classrooms calmly and sensibly. Most pupils behave sensibly and safely on the
    stairs. Pupils were polite and friendly and keen to talk to me. Pupils held doors open
    for adults and their classmates without being asked. Levels of staff supervision are
    high and pupils respond to their reminders quickly. However, some older pupils do
    not yet have the self-discipline to behave to the same high standard when they are
    not in the sight of an adult.
    Most classrooms were calm and purposeful during the inspection. Pupils were
    responsive to the teacher and demonstrated positive attitudes to their learning.
    Pupils in Reception class had settled well into school and were demonstrating a good
    awareness of how to behave well. Pupils’ behaviour was best when learning was
    moving along at a good pace and was set at the right level of difficulty. On occasion,
    most noticeably in Year 4, the pupils had less positive attitudes to learning. There
    was no sense of urgency about the learning, some pupils were talking when the
    teacher was talking and were lounging lazily in their chairs. I also observed a
    number of pupils leave the classroom. However these pupils followed the newly
    introduced rule of sitting quietly to calm down and then returning to their learning.
    Playtimes and lunchtimes are well supervised by adults. Pupils explained that they
    feel safe in the playground and if any issues arise they feel confident that adults will
    listen and take appropriate action. Pupils told me that there are incidents of fighting
    and swearing in the playground involving a small number of pupils in Key Stage 2.
    They confirmed that staff act quickly and appropriately on these occasions but they
    expressed frustration that ‘it keeps happening and has been going on a long time.’
    Pupils reported that bullying in the school was rare but when it occurred it was dealt
    with very seriously. Lunchtime supervisors stated that most pupils behave well in the
    playground but that a core of pupils caused regular disruption. They reported that
    they would benefit from some additional training on dealing with challenging
    In the dining hall the younger children eat together sensibly and calmly. Most of the
    older children also behave well, queuing patiently for their food and moving around
    the hall sensibly. Occasionally during my observations, the Key Stage 2 pupils were a
    little boisterous and over excited when they were eating and noise levels became
    quite high. The lunchtime staff confirmed that the behaviour I observed was typical
    and that generally pupils were polite and behaved well, listening to their instructions
    and acting on them.
    Since the last inspection pupils’ attendance has declined. The school’s records
    indicate that overall attendance for 2013/4 was 93.7%, which places Sutton Primary
    in the bottom 10% of schools in the country for attendance. Attendance for pupils
    who are eligible for pupil premium and those who are disabled or have special
    educational needs is lower still. Staff are very knowledgeable about individual
    families whose attendance is poor and there are systems in place to ensure that
    pupils and their families understand the importance of regular attendance. Pupils
    receive certificates and other rewards for meeting and exceeding the attendance
    target. Leaders are working appropriately with external agencies and the local
    secondary school to improve attendance levels. However, leaders do not analyse
    overall and groups’ attendance regularly enough to see if their actions are making a
    difference and are not swift enough to use penalty notices where absence remains
    Priorities for further improvement
     Improve the rates of attendance for all groups of pupils so that they are
    at least in line with the national average.
     Ensure that the school’s behaviour and bullying records are analysed
    regularly to check for trends or patterns and to identify which strategies
    for improving behaviour have been successful.
     Provide pupils who regularly display challenging behaviour with
    opportunities to develop strategies that can be used to help them make
    better choices about their actions.
     Ensure that adults in all classes have high expectations of pupils’
    behaviour, including sitting smartly ready to learn and listening when
    adults are speaking.
     Enable older pupils to develop a sense of self-discipline so that they can
    regulate their behaviour when they are not being directly supervised by
    an adult.
     Provide lunchtime supervisory staff with additional training on managing
    I am copying this letter to the Director of Children’s Services for Worcestershire, to
    the Secretary of State for Education and the Chair of the Governing Body. This letter
    will be published on the Ofsted website.
    Yours sincerely
    Rachel Howie
    Her Majesty’s Inspector
Serco Inspections
Colmore Plaza
20 Colmore Circus Queensway
B4 6AT
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T: 01216 799154
Direct E: reveal email: aida…

print / save trees, print less