Sudbury Primary School, located in Ashbourne, Derbyshire, was inspected on June 6 and 7, 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under section five of the Education Act 2005.
Most pupils enjoy attending this small, rural primary school and feel safe. They appreciate the breaktimes, citing ample play equipment and activities such as football. A highlight for many is their time in the forest school, where they engage in outdoor learning. However, expectations for pupils' behaviour are not consistently high. Staff do not always respond appropriately when pupils display negative attitudes towards one another, including a lack of respect for differences. Reports of bullying, including online incidents, are not always resolved effectively, leading to repeated issues.
While most pupils are ready to learn, some children in the early years struggle with behaviour, disrupting the learning of others. The early years curriculum and certain subjects in key stages one and two are not fully developed, hindering the ability of children and pupils to build knowledge over time. Parents and carers express satisfaction with the improvements made by the new leadership, particularly regarding support for pupils with special educational needs and disabilities (SEND).
Leaders are ambitious for all pupils to achieve their best and have prioritized curriculum development in mathematics and reading. There is a clear consistency in teaching these subjects, resulting in most pupils retaining knowledge in these areas. However, this consistency is not yet evident in other subjects. Leaders are reviewing their assessment approaches, but many developments are new and not consistently applied by staff.
All staff have received training for the new early reading programme, which begins in the early years. Pupils read books that align with their phonics knowledge, and key stage one pupils who need support receive assistance to help them catch up. However, this support is not yet extended to key stage two pupils who struggle with reading. Pupils express enjoyment in reading and visiting the library for quiet reading time.
Leaders have prioritized provision for pupils with SEND, ensuring they access the full curriculum. Some teachers adapt their teaching effectively for these pupils, but this is not consistent across all classes. The early years environment is vibrant and rich in vocabulary, supporting communication and language skills. However, activities do not always align with intended learning outcomes, leading to missed connections with previous learning.
Not all pupils feel their concerns about poor behaviour are taken seriously, leading some to stop reporting incidents. A range of activities is available to develop pupils' interests, including sports competitions and community visits. However, pupils have limited knowledge of different faiths, cultures, and British values, indicating a lack of meaningful opportunities to learn about diversity.
Leaders have made noticeable improvements since the last inspection, but some changes have not occurred quickly enough. Regular checks on the quality of provision have not ensured that all aspects meet high standards. Staff express pride in working at the school and appreciate the support from leaders regarding their well-being and workload.
The safeguarding arrangements are effective, with leaders prioritizing the safety of all pupils. Staff are trained to identify at-risk pupils, and concerns are reported and acted upon appropriately. Pupils feel confident discussing safety and know they have trusted adults to turn to with worries.
To improve, the school needs to better sequence the key knowledge in wider subjects and ensure that all planned activities in the early years focus on intended learning outcomes. High expectations for behaviour must be consistently upheld, and pupils should receive appropriate opportunities to understand diversity and respect differences. Leaders and governors must ensure that all aspects of the school's provision are of high quality to enable all pupils to thrive.
