Sunnyside Primary Academy, located in Northampton, has undergone an ungraded inspection on May 21 and 22, 2024. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating. The interim executive principal, Sarah Lloyd, leads the school, which is part of the Greenwood Academies Trust, overseen by CEO Wayne Norrie and trustee chair Mike Hamlin.
Pupils at Sunnyside Primary are generally happy and feel safe, demonstrating an understanding of the school's high expectations encapsulated in 'The Sunnyside Standards.' The atmosphere is calm and busy, with most pupils behaving well in lessons and around the school. They appreciate the rewards they receive during weekly celebration assemblies, such as being named 'star of the week' or receiving special mentions for attendance. Pupils express confidence that any incidents of bullying would be addressed promptly by staff, and they are knowledgeable about staying safe online and offline.
The school offers a variety of extracurricular activities, including hockey, gymnastics, choir, and a running club, which pupils enjoy. While school leaders are committed to pupil success, some students are not achieving their full potential due to insufficient planning and delivery in certain subjects. This issue particularly affects pupils with special educational needs and disabilities (SEND).
Sunnyside Primary has experienced significant staffing and leadership changes but is now stabilizing. The curriculum is broad and balanced, with ongoing development and early-stage implementation of changes. Some subjects have clear curriculum plans, such as mathematics, which is well-structured, allowing pupils to develop fluency. However, opportunities for developing reasoning and problem-solving skills are lacking.
Teachers set ambitious learning outcomes, but expectations for the quality of work in some lessons are not consistently high. Many lessons are engaging, and some teachers effectively connect new learning to pupils' existing knowledge. For instance, a history lesson on the Mayans creatively used a wellington boot to illustrate their invention of rubber. While pupils are beginning to recall prior learning, the checking of understanding and addressing misconceptions is inconsistent, leading to knowledge gaps in some subjects.
Reading is prioritized at the school, with a recently restocked library that encourages pupils to explore diverse texts. Phonics teaching begins in Reception, but the books provided do not always align with the sounds pupils are learning. Consequently, some pupils struggle with reading fluency and do not receive adequate support to catch up.
Pupils with SEND participate in class alongside their peers, and their needs are generally identified with specific actions to support their progress. However, not all teachers adapt the curriculum effectively for these pupils, hindering their success.
In the early years, children quickly adapt to school life, receiving excellent care and engaging in well-planned activities that promote independence. The school fosters a range of experiences that enhance pupils' wider development, instilling knowledge of British values and respect for diversity. Pupils appreciate residential visits that help them build independence and resilience.
While most staff enjoy working at the school, some express concerns about workload and well-being. Leaders and staff are dedicated to improving the school, focusing on the right areas for development. The school has a clear understanding of its strengths and areas for improvement, receiving strong support from the trust.
The safeguarding arrangements at Sunnyside Primary are effective, ensuring a safe environment for all pupils. However, the school must enhance support for pupils struggling with reading and ensure that the curriculum is well-sequenced and clearly defined across all subjects. Consistency in curriculum implementation and assessment processes is essential for maximizing pupil learning and addressing the needs of those with SEND.
