OfSTED

I am pleased to share with you the results of our Ofsted inspection carried out on the 18th and 19th September 2019.

There are so many positive elements to the report and it was clear the inspector recognised the excellent learning environment, ethos and high standards we have at Chaddlewood.

‘Chaddlewood Primary School continues to be a good school.’

‘At Chaddlewood, both pupils and staff feel valued. The spacious school environment is full of colourful displays that showcase pupils׳ work and celebrate achievements. The outside space hosts rabbits and chickens for which pupils are responsible. Older pupils look after younger pupils and escort them to lunch. Pupils are respectful, hold doors open for each other and greet teachers as they pass. 

Pupils say that they are not worried about bullying. If they do have concerns, they say there is a trusted adult to whom they can speak. Pupils feel that all staff are approachable and trust them to act. 

Pupils are enthusiastic about what they learn. They try their best in class, work together and help each other. They say that their teachers support them and explain things again if they are unsure what to do.’

 

‘Pupils value the great many opportunities to get involved in the life of the school. For example, the ’11 3⁄4 project׳ outlines fifty activities that staff want pupils to do, either at school or in their life outside of school. A great many pupils do. This reflects staffs ambition for pupils to be involved in a wide range of experiences, both for enjoyment and to create memories that will last.’ 

‘Staff look after pupils with special educational needs and/or disabilities (SEND) well.’

‘Younger pupils learn phonic sounds well. The vast majority of pupils pass the phonics screening check at the end of Year 1. Pupils use this understanding to read books that are matched to their ability.’

 

‘Teachers want pupils to develop a love of reading and to think about what the author is doing. Pupils speak enthusiastically about reading and offer to share books with each other.

Leaders want pupils to learn about their local environment and the wider world. Pupils welcome visitors to their school to talk about different cultures and religions. Pupils enjoy the wide range of activities that help them understand how to stay fit, safe and healthy. They respect each other and behave well in their classes, during recreational time and as they move around the school. ‘

‘Staff respect senior leaders. They feel that leaders help them to manage their workload and encourage them to share their ideas.’

‘The Early Years Foundation Stage is a hive of bustle and activity. Children enthusiastically create ‘potions׳ or are on the lookout for creatures as part of their minibeast hunt. Other children sit quietly in the reading corner or practise their number skills. Leaders meet with parents and carers to give them practical tips to help children improve their communication and start to read.’

‘The arrangements for safeguarding are effective.’ 

‘Staff are trained to identify the potential signs of harm. They know how to use the schools system to report these. Leaders keep detailed records of these concerns and the actions that they then take. Staff are watchful of pupils who they know to be vulnerable. Where necessary, they work with specially trained staff and with external professionals to make sure that pupils get the support they need. Governors make all the necessary checks to ensure that staff are suitable to work with children.’

 

Areas for improvement were also signposted, these areas were already recognised on our School Development Plan for 2019-20, and so we will continue to focus on this continued improvement in order to provide your children with the best possible rounded education.

Click on here to read the full report.

Below is details of our assessment outcomes and standards for the last 3 years in comparison to local and national averages.