Sayes Court School

Sayes Court School

Address: Sayes Court Farm Drive, Addlestone, Surrey, KT15 1NB Unique reference number (URN): 140860

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils achieve well across the curriculum and typically speak with confidence about their learning. They make links between subjects, such as when they apply their understanding of electricity in science when building circuits in design and technology. Recent curriculum improvements are strengthening achievement, for example through pupils' increased fluency in handwriting.

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Achievement Expected standard

All groups of pupils, including disadvantaged pupils, make progress from their starting points. Leaders are continuing to refine their approaches to monitoring and tracking pupils' achievement so that any gaps in learning are identified and addressed promptly.

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Achievement Expected standard

Leaders have sustained impressive outcomes in some national assessments, including the Year 1 phonics screening check and the Year 4 multiplication tables check. By the end of key stage 2, pupils typically achieve in line with or above national averages. As a result, they are well prepared for the next stage of their education.

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Attendance and behaviour Expected standard

Leaders have established robust systems to promote positive attendance. They routinely analyse attendance information and provide timely support where needed. Attendance is viewed as a shared responsibility across the school. Staff promote good attendance habits. Communication with pupils, parents and carers about the importance of regular attendance is frequent and well established. Attendance is typically above national averages. Although rates dipped slightly in the last academic year, they remained in line with average. Leaders have identified the reasons for this and have targeted support effectively. Pastoral support helps to reduce barriers to attendance, contributing to improved attendance for individual pupils.

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Attendance and behaviour Expected standard

Pupils settle quickly into their classrooms and understand the school's expectations from the start of the day. Around the school, including during lively and enjoyable lunchtimes, pupils interact positively with one another. They make good use of the extensive grounds and appreciate the fairness of the playtime rota system. Pupils are polite, courteous and respectful in their interactions with peers and adults. They are confident that any concerns, including the rare instances of bullying, will be addressed effectively. In lessons, pupils are typically engaged and focused. Their behaviour is most secure when learning activities are well designed, purposeful and supported by clear staff expectations.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching at the school. This helps them to identify appropriate priorities for improvement. Leaders make thoughtful curriculum decisions to meet pupils' needs. Recent changes to curriculum plans in some subjects reflect this approach. The curriculum is sequenced carefully, enabling pupils to revisit prior learning. Leaders have established systems to identify and address gaps in pupils' core knowledge and skills. Leaders have established an agreed approach to teaching that is supported through monitoring and staff's development. Typically, teachers deliver learning with clarity. They help pupils to explain what they know through discussion and questioning. Teachers generally use assessment well during lessons and adapt their teaching responsively to support or challenge pupils. Staff know pupils' needs well and typically make appropriate

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Curriculum and teaching Expected standard

adaptations to support pupils' access to learning. Phonics is taught very effectively, with a clear structure of support for pupils who need additional help.

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Curriculum and teaching Expected standard

Task design is often effective. For example, practical activities and collaborative learning help pupils to remain engaged in their learning and make secure progress. However, this is not consistent. At times, activities limit pupils' learning and result in missed opportunities to deepen their understanding.

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Early years Expected standard

Established routines help children to feel safe and confident in the early years, even at this early stage of the academic year. Children settle quickly and benefit from warm, secure relationships with adults. Children in the Nursery year are cared for well and prepared effectively for their move to Reception. Across the provision, adults have high expectations and support children to develop positive learning behaviours. Children manage routines well and interact positively with one another. They show cooperation, turn-taking and respect.

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Early years Expected standard

Leaders have made purposeful changes to the early years curriculum. There is now a greater emphasis on learning through carefully planned play experiences. Staff organise the indoor and outdoor environments efficiently to support learning across all areas of the curriculum. Mathematics is taught effectively. Practical and visual approaches help children develop a secure understanding of number and other mathematical concepts. Staff check children's understanding regularly and adapt learning where appropriate. Leaders ensure that all children, including those with special educational needs and/or disabilities, are included and supported to succeed.

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Early years Expected standard

There is a clear focus on oracy across the provision. Children are keen to talk about their learning, and staff promote communication effectively. However, at times, language modelling lacks the precision needed to develop children's speaking and listening skills as effectively as it could.

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Inclusion Expected standard

Leaders have established an inclusive culture at the school. This is supported by a clear commitment to equity and high expectations for pupils. Processes to identify pupils’ needs are secure and enable leaders to recognise these needs accurately. Leaders have refined systems so that key information about pupils, including those with special educational needs and/ or disabilities, is readily accessible to staff. This helps them to respond appropriately to pupils’ needs.

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Inclusion Expected standard

Leaders and staff review pupils’ plans and targets. They evaluate pupils’ progress regularly to determine whether support is having the intended impact. Support is typically effective in reducing barriers to learning and participation. Provision for pupils’ wellbeing is particularly well considered. Pupils feel welcomed and supported, which helps them to develop a sense of belonging.

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Inclusion Expected standard

Leaders build positive relationships with families and use their understanding of pupils’ personal circumstances to inform decision-making. The pupil premium funding is used thoughtfully, including through wider strategies that support pupils’ emotional wellbeing and engagement in school. Leaders also work with community organisations to provide additional support for families. Pupils who are known, or were previously known, to social care receive sensitive support. Leaders advocate effectively for these pupils and ensure that their views are heard by the professionals working with them.

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Leadership and governance Expected standard

Leaders are reflective and draw on evidence informed research to determine what is right for their pupils and community. They evaluate the impact of their work carefully and implement well considered changes to improve pupils’ experiences and learning. Self- evaluation and improvement planning are embedded within leadership routines. Leaders routinely review progress against improvement priorities and adapt actions where necessary, ensuring that improvements are purposeful and responsive to the school’s needs.

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Leadership and governance Expected standard

Professional development is aligned closely to identified priorities for improvement. Leaders plan strategically so that all staff benefit from professional learning, with clear intended outcomes that support the school’s continued development. They also consider staff's wellbeing and workload routinely as part of decision-making. Staff appreciate the practical steps taken to support them and feel valued and cared for.

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Leadership and governance Expected standard

Leaders make purposeful use of professional partnerships beyond the school to evaluate and enhance its work. Regular engagement between the trust and school provides both accountability and access to expertise. Leaders value the support and challenge provided by the trust.

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Leadership and governance Expected standard

Trustees have clear systems in place to check how well the school is performing and hold leaders to account. Local governors keep trustees informed about what is working well and raise any concerns, helping governance at all levels to work together and maintain effective oversight. Governors typically provide appropriate challenge to leaders.

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Leadership and governance Expected standard

Parents and carers are highly positive about the school’s work. They have confidence in the care provided by staff, feel welcomed by the school and value being part of a supportive community.

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Personal development and wellbeing Expected standard

Leaders provide an equitable personal development offer for all pupils. The personal, social, health and education curriculum supports the development of pupils’ oracy and decision- making. This enables them to debate issues and learn through real life examples. Leaders ensure that staff are well equipped to deliver key aspects of the curriculum and can address pupils’ questions and concerns confidently. Leaders routinely gather pupils’ views to evaluate the impact of their work and inform improvements. When leaders identified that some pupils did not always feel fully represented in the curriculum, they strengthened opportunities for pupils to learn about a wide range of inspirational and diverse role models. This helps to promote pupils’ understanding of diversity and inclusion.

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Personal development and wellbeing Expected standard

Pupils understand the underlying concepts of the fundamental British values well. They demonstrate respect for differences, including those related to gender, race and disability. They report that discriminatory language and behaviour are not tolerated and are confident that staff address any concerns appropriately. Leaders have designed a bespoke internet safety curriculum from Nursery to Year 6 that builds pupils’ knowledge progressively. As a result, pupils develop a secure understanding of how to keep themselves safe online and how to respond to any concerns. They also value learning from visitors, such as the Fire Service, and through cycling safety schemes, which help them understand practical ways to keep themselves safe.

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Personal development and wellbeing Expected standard

Leaders work effectively to reduce barriers to participation in the school’s wider offer. Partnerships with external organisations, including in cookery and the arts, broaden pupils’ experiences and aspirations. Pupils also benefit from effective emotional support, and many speak positively about the help they receive. Leaders have created a culture in which there is no stigma associated with seeking support.

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What it's like to be a pupil at this school

Pupils enjoy a wide range of experiences that help to make life at Sayes Court School memorable and exciting. They develop new interests and aspirations as they take part in trips and workshops and hear from visitors. Leaders ensure that pupils can look back on these experiences through their pupil passports. Achievement assemblies celebrate pupils' successes both in and beyond school.

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What it's like to be a pupil at this school

Pupils feel comfortable and safe in school. They are regularly asked to remember their trusted adults, who they can turn to for help if needed. They know the school's rules of being ‘ready, respectful, safe’ extremely well and explain how these help everyone to be kind and get along together. Behaviour during social times is inclusive and active. Pupils also benefit from a wide range of after-school clubs, which support them to develop their skills and talents beyond the classroom.

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What it's like to be a pupil at this school

Pupils appreciate the support they receive from staff and are confident that adults will help them if they find learning difficult. They enjoy learning, particularly when lessons involve discussion, collaboration and opportunities to share their ideas. The school's motto, ‘I can, I can, I can’, encourages pupils to persevere when faced with challenge. It also contributes to the positive attitudes to learning seen across the school.

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What it's like to be a pupil at this school

Children in the Reception year demonstrate increasing independence from the start of the school year. This is evident in the way they manage themselves confidently on entry to school each morning and during lunchtime routines in the hall. As they move through the school, pupils take on responsibilities, such as class monitors and leaders for sports, wellbeing and the library. Older pupils aspire to wider leadership roles and are proud of the contribution they can make to the school community.

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Team inspectors:

Ian Howie, His Majesty's Inspector Richard Evans, Ofsted Inspector

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Next steps

Leaders should ensure that staff design tasks effectively to sustain children's engagement and enhance learning throughout lessons. Leaders should ensure that staff in the early years consistently maximise opportunities for high-quality interactions, which develop children's language, speaking and listening skills.

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About this inspection

The school is part of Bourne Education Trust, which means that other people in the trust have responsibility for running the school. The trust is run by the chief executive officer, Alex Russell, and overseen by a board of trustees, chaired by Andy Field.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

The inspection took place from 15 to 16 September 2026.

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About this inspection

Inspectors spoke with the headteacher, other school leaders, members of the local governing committee, the CEO and Director of Education of the trust and a trustee during the inspection. Inspectors also spoke with staff, parents and carers and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Caroline Renny This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 69% 62% Close to average

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average

2023/24 (final) 63% 61% Close to average

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average

2022/23 (final) 60% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 77% 74% Close to average

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average

2022/23 (final) 77% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 77% 72% Close to average

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average

2022/23 (final) 73% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 72% 74% Close to average

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average

2023/24 (final) 77% 73% Close to average

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average

2022/23 (final) 80% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2022/23 (final) 36% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2022/23 (final) 64% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2022/23 (final) 55% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 64% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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