Sudley Primary School

What Ofsted said

From the inspection on 23 June 2026

Pupils arrive at Sudley Primary School with smiles on their faces. They are welcomed by staff who greet them warmly each morning. Pupils enjoy a peaceful, spacious setting across two sites. Staff provide caring, attentive support, which helps pupils to feel safe and settled. Since becoming a primary school, leaders have successfully built a shared culture and set of values. Pupils embody these values. They demonstrate high levels of respect towards staff and one another. Pupils are resilient when tackling challenges and reflective in their thinking when they are learning. They take responsibility for their actions and show pride in their school and its surroundings. Leaders' and staff's high expectations are reflected in the school’s excellent attendance and attainment outcomes. Across the school, pupils’ attainment is well above national age-related expectations. Pupils, including those who are disadvantaged, are extremely well prepared for the next stage of their education. Pupils with special educational needs and/or disabilities make appropriate progress from their starting points as they move through the curriculum. Pupils immerse themselves in learning with curiosity and enthusiasm. They rightly trust staff to deal quickly and effectively with any rare behaviour incidents or bullying issues that may arise. Pupils’ personal development is given the same high priority as their academic achievement at this school. A wide range of activities and events enhance pupils’ enjoyment of learning. For example, as part of their art and design studies, some pupils recently enjoyed a practical loom weaving workshop with their parents and carers. Other pupils talked excitedly about their trips to the zoo, forest and a museum. Activities like this help to sustain high levels of attendance and bring the curriculum to life.

What the school should improve

• Leaders should further strengthen the school’s monitoring systems for pupils with SEND and disadvantaged pupils to ensure that the impact of any support is evaluated robustly so that pupils receive the most effective support.

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