Sutton St James Community Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils enjoy coming to this school. They describe it as friendly, caring and safe. Pupils know that adults listen to them and take their worries seriously. Pupils understand how to keep themselves safe, including when they are online, and they trust staff to help them if they need support. Pupils behave well. They follow routines, settle quickly to learning and take pride in their work. Classrooms, especially in older year groups, are calm and purposeful. Pupils respond well to the school’s rewards system and enjoy earning shells and taking on responsibilities, for example as librarians or shell bankers. When behaviour falls short, staff help pupils reflect and improve. Pupils learn a broad range of subjects and enjoy their lessons. They speak positively about reading. Pupils use phonics well in the early years and key stage 1, and older pupils read with increasing fluency and expression. In mathematics, pupils show confidence and often try to challenge themselves. Most pupils achieve well and make good progress from their starting points. Pupils with special educational needs and/or disabilities learn alongside their classmates and receive support that helps them take part in lessons and school life. Disadvantaged pupils benefit from a range of support and wider opportunities. Pupils value the chance to join clubs, trips and activities, from sports and creative clubs to residential visits. These experiences help pupils build confidence and develop new interests. Pupils take pride in contributing to school life. They take on leadership roles, raise money for charities and take part in community events. Pupils attend school regularly. Children in the early years enjoy playing, exploring and beginning to learn key skills. However, the quality of support they receive is not always consistent. At times, learning activities do not help them deepen their understanding or prepare them fully for Year 1.

What the school should improve

• Leaders should ensure that teaching in the early years consistently builds on what children already know, with clearly defined learning purposes so that all children, including the highest attaining children, are suitably well prepared for their next stage.
• Leaders should ensure that the learning environment in the early years consistently supports children to learn, with clear and well-established routines, expectations for behaviour and noise levels that allow all children to engage fully in learning.
• Leaders should ensure that teachers across all subjects consistently identify and address gaps in pupils’ foundational skills, including spelling and handwriting, so that pupils build securely on prior learning in all areas of the curriculum.
• Leaders and governors should continue to strengthen leadership at all levels, developing the senior team further to secure consistency, build capacity and sustain improvement across the school.

Read the full Ofsted report (opens in a new tab)