Sugar Hill Primary School

Inspection of Sugar Hill Primary School Sheraton Road, Newton Aycliffe, County Durham DL5 5NU

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since September 2017. The school received an ungraded inspection under section 8 of the Act on 3 and 4 October 2023. Since September 2024, schools have not been awarded an overall effectiveness grade. 4 and 5 February 2025

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What is it like to attend this school?

This is a welcoming school, where staff quickly get to know pupils. This helps staff to understand the needs of pupils. As one parent commented, reflecting the views of many, ‘My children are absolutely thriving!’

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What is it like to attend this school?

From the start, in the early years, staff have exceptionally high expectations for children to learn and broaden their experiences of life. Across the school, pupils live up to these expectations. They work hard and concentrate on their learning. Many pupils achieve the high standards expected of them.

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What is it like to attend this school?

Pupils behave with maturity. ‘Mini police’ look after other pupils during breaktimes. Pupils support each other in their learning and during social times. They respect and care for each other. The school has ensured that pupils have many ways in which they can share their worries with an adult. Caring staff are on hand to give advice and support pupils whenever they need. Pupils feel happy and safe.

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What is it like to attend this school?

The ‘Kindness Café’ is appreciated by the families who attend. The school organises a range of visitors to the café. The visitors provide helpful advice about local resources. Pupils learn important values, such as working collaboratively through a range of curriculum projects. Connections with Durham University and local businesses enhance pupils’ learning experiences.

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What does the school do well and what does it need to do better?

The school’s strong vision for meeting the needs of pupils is shaped around preparing pupils for life in modern Britain. For example, in geography pupils learn about the importance of renewable energy. The school’s curriculum sets out exactly what pupils are expected to learn as they progress through the school. The sequence of learning is organised so that pupils build knowledge over time.

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What does the school do well and what does it need to do better?

Teachers provide opportunities for pupils to remember important knowledge. For example, in mathematics pupils practise rapid recall in mental arithmetic sessions. This helps pupils to apply their mathematical knowledge when tackling increasingly complex problems. However, in a small number of subjects, pupils do not develop their knowledge as well as they could. This is because checks on pupils’ knowledge are not precise. Sometimes, pupils have misconceptions or gaps that are not addressed. Consequently, some pupils do not build knowledge as well as they could.

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What does the school do well and what does it need to do better?

Staff have expert knowledge and teach the school’s phonics programme well. Pupils practise reading books that are matched to their knowledge of letters and words. Staff make thorough checks on pupils’ knowledge as they move through the programme. They identify gaps in knowledge and put in appropriate support for struggling readers. Pupils enjoy reading from the wide range of books available. Pupils learn to read fluently.

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What does the school do well and what does it need to do better?

The curriculum and provision for children in the early years is exemplary. Highly skilled staff support children in all areas of learning. For example, the high-quality resources, 4 and 5 February 2025

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both indoors and outside, are carefully planned so that children practise what they have been learning. Staff look for opportunities to extend children’s learning. For example, in mathematics, children weigh objects using vocabulary, such as, ‘heavy’ and ‘heavier’. Outdoors, children plant potatoes using the language that they have learned. Routines are extremely well established from the start of the day. In Nursery, children sing together. This helps children to develop concentration and social skills. Every morning, children perform exercises to help develop strength to support their writing later. Children are extremely well prepared for future learning.

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The school identifies the special educational needs and/or disabilities of pupils effectively. Staff use expert knowledge and advice from external professionals, such as speech and language therapists, to adapt provision and provide individualised support for pupils. This enables pupils to access the full curriculum alongside their peers. Pupils achieve well over time.

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Leaders have worked diligently to ensure that classrooms are positive learning environments. Pupils collaborate extremely well to achieve success in their learning. The school’s work to develop positive behaviours is well embedded. This has contributed strongly to improve attitudes to learning. Pupils are actively engaged in their learning. The school works determinedly to improve the attendance and punctuality of all pupils. Leaders’ meticulous analysis of the reasons for absence helps the school to take sustained effective action to improve attendance.

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Pupils’ personal development opportunities are exceptional. They can access a wide range of carefully planned experiences, which complement learning across the school’s curriculum. Clubs include choir, art, yoga and a range of sports. Pupils learn to care for each other and their local community through the ‘global’ curriculum. For example, pupils gain a strong understanding of the importance of democracy. They make democratic decisions, such as agreeing and choosing which vegetables to grow through projects such as planting a vegetable garden. Pupils show a deep understanding of human rights. As one pupil rightly said, ‘Don’t judge somebody because you don’t know their whole life story.’ The school ensures that all pupils benefit from leadership roles, such as ‘The School Nutrition Action Group’.

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Leaders on all levels work tirelessly to ensure their ambitious vision for all is fulfilled. Staff receive purposeful and high-quality professional development. This enables the staff team to meet the needs of the whole school community. Staff expertise is shared more widely to benefit other schools in the local authority. Staff are overwhelmingly positive about the support they receive to develop professionally. They appreciate the care and actions taken by leaders to support their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective. 4 and 5 February 2025

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(Information for the school and appropriate authority)

 In a small number of subjects, assessment is not used precisely to check how well pupils learn important content. The school is sometimes unsure about what pupils know or whether pupils have misconceptions. Consequently, some pupils do not build knowledge as well as they could. The school should ensure that assessment is used precisely across the whole curriculum, so that teachers can address gaps in knowledge or any misconceptions that pupils might have.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 4 and 5 February 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 3 and 4 October 2023, under section 8 of the Education Act 2005

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Information about this school

 The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 4 and 5 February 2025

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 The inspectors met with the headteacher, deputy headteacher and other leaders. The lead inspector met with members of the governing body, including the chair of governors. The lead inspector also met with a representative from the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics, art and design and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector observed some pupils reading to a familiar adult.  Inspectors also discussed the curriculum in history and religious education.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around

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safeguarding that puts pupils’ interests first.  The inspectors considered responses to the online survey, Ofsted Parent View. This included free-text comments. Inspectors also reviewed responses to Ofsted’s online survey for staff.

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Inspection team

Kathryn McDonald, lead inspector His Majesty’s Inspector

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Inspection team

Michael Rowland Ofsted Inspector 4 and 5 February 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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