Sudbury Primary School is part of the Chrysalis Multi Academy Trust with Claremont High School. Both schools are in the London Borough of Brent. It is a large primary having four forms of entry plus 77 pupils attending the Nursery, split between the morning and afternoon sessions.
Currently 12 pupils attend the Nursery for the whole day. The school is full and has a waiting list for every year group. If a pupil leaves, often because families are rehoused outside of the borough, the space is immediately filled. 80% of the pupils are EAL, with over 42 different languages being spoken. New arrivals tend to have very little English. 23% PP, and the school has 26 EHCPs. Next September will see 6 pupils in Reception with an EHCP. SEND needs are often complex.
Staffing has been quite stable. The Headteacher (HT) and SLT work in a team with the Phase Leads. SLT are fully involved and supportive of the work of their colleagues. Attendance has improved over the last year due to the work of the Attendance Officer. She has built good working relationships with the parents and now knows the families. There are two pupils with Emotionally Based School Avoidance and tailored provision is now in place for one of them whilst plans are being formulated for the other.
The school has introduced Place2Be this year and the co-ordinator is in school three days a week. The sessions take place in a bright and welcoming room and two spaces have been created at the back for two therapy rooms. The room is then used for LEAP interventions on the other two days.
Commando Joe’s is used for character education, resilience and team-work. Commando Derek is in school once a week and has a rotating programme so that he can work with pupils. Staff attend the sessions as well. The school also intends to implement Forest School activities.
Responding to need, the school has created a wet room off the medical room. This is because of the number of pupils who are not fully toilet trained. These pupils are not simply in Nursery or Reception. This new facility supports the staff working with these pupils. The school is now classed as an Asthma Friendly School. The policy has been updated and there are Asthma stations around the school with inhalers that pupils can access in emergencies. A medical tracker is in place so that all are aware of pupil need and plans to support this.
Given the level of need of some families, the school has partnered with Brent Food Bank to issue vouchers. As some families have been re-located to High Wycombe, links have also been created with the Food Bank there. In the staffroom, there is a Wellbeing cupboard and staff can donate or take items as applicable. Period products are available for the girls.
There are strong links with the community. For example, the Sudbury local police team visit the school on a regular basis and raise awareness of speeding, violence against girls and women and anti-social behaviour to name a few. Parent workshops are offered by the school on things like online safety and social media. Uniform sales take place once a term with items at reduced prices.
On the learning walk, I saw Nursery pupils heading off to the supermarket to buy fruit. They were given a £1 each and could join together to buy more expensive fruit. After their shopping, they were going to make a fruit salad. I saw other Nursery pupils heading upstairs for their PE lesson. They were learning how to move up the stairs in a line and then would be having a lesson run by a PE specialist. I could see how routines were being established and across the school, I observed staff managing the pupils in a calm and purposeful way and positive engagement from the pupils.
The school is fortunate to have so much space and makes good use of it. For example, there is an ICT room, a library, a music room, a French and an art room to name a few. Some HLTAs have their own rooms that they use for interventions. There is the sensory room that is now being used again and plans are in place to continue to develop this space. The Rainbow Room is the dedicated space for the ASD pupils.
The new SENDCo has developed this provision so that the pupils now have specialist lessons for computing, PE and music. This means that they are seen around the school and are more a part of the school population. They are also able to go out in the playground if that is appropriate for them. The Rainbow Room has been adapted to allow for better teaching spaces and the other rooms are going to be adapted to offer a soft play area. There is a quiet room used for lunch and this will be redecorated.
Staff spoke to me about the good working relationships that are in place and how everyone supports each other. No question is seen as being silly and staff are open and honest with each other. Everyone is willing and prepared to share good practice. Staff echoed each other by saying that they make sure that all pupils are catered for and that learning is accessible for all. The SENDCo was highly praised for the support that she gives her colleagues and for providing the resources that are needed. She is always prepared to listen and offer guidance. Staff said the same about SLT and the Phase Leads. There is always someone there who will listen and help.
Staff know the pupils well and are constantly evaluating their interventions. There is much preparation done on an individual level for pupils and staff knowledge is being developed by the regular training that takes place. Staff can request training from external providers as well. Trained staff offer Attention Buckets, NELLIE, Makaton LEAP and ELKLAN interventions. The view of staff is that no-one should be excluded from learning but that all should be interacting, with good use made of tailored support.
The pupils told me that everyone treats each other as they should be treated. They are aware of the diversity of the pupils in the school and see this as being good. Their lessons are enjoyable and teachers often make learning fun. They spoke to me about Place2Be and the boxes around school where they can refer themselves. In addition, there are the Feelings Boxes where again they can write down how they feel. The pupils feel well supported and safe and spoke positively about the Head Chef and Dinner Ladies. They have a good range of responsibilities open to them, from Eco Warriors to Language Ambassadors as well as trips out. They explained how it was good that good behaviour was rewarded and that sanctions were very clear. They are happy to be in school.
Meeting with parents clearly highlighted how important inclusion was as a member of admin staff was there to interpret for parents. They were able to take part in the discussion and to share their opinions. I was told how the school was both nurturing and academic; the pupils were given the appropriate support for their needs. The Rainbow room was praised as was the new SENDCo. Parents can approach her and I was told she always has a smile of welcome for them. The parents said that the school was amazing and that all staff were supportive. Their children were given the right attention and sometimes this was a push that was needed. Parents feel welcome and supported and know that their children are well catered for.
The governors continue to be supportive of the school’s work. They know that a great deal of care and attention is given to the pupils. SEND and inclusion is a regular part of their meetings and they are given reports and updates. The ethos of the school is that focus is on individual need. Governors make regular visits to the school and the Chair supports reading on a weekly basis.
Sudbury Primary School has inclusion at the heart of its work. The Headteacher has a clear vision for the support and development of the pupils and the staff are fully behind this. I was struck by the enthusiasm and commitment of staff to their work at the school; they are prepared to try new things and are very clear that they need to meet the needs of the pupils.
The strong working relationships create a positive atmosphere in the school that supports the engagement of pupils. The desire to review and develop practice is a real strength as is the individual knowledge of the pupils. I could clearly see how the school has moved on since my last visit and there will be more developments in the future.
