Chadsmoor Community Infants and Nursery School

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About Chadsmoor Community Infants and Nursery School

Name Chadsmoor Community Infants and Nursery School
Ofsted Inspections
Headteacher Mrs Jennie Westley
Address Kingsway, Chadsmoor, Cannock, WS11 6EU
Phone Number 01543570718
Phase Primary
Type Community school
Age Range 5-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 169
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to this happy and caring school. The school wants the very best for the pupils.

The motto of 'Enjoying Achieving Together' is at the heart of all that the school does. Pupils from Nursery to Year 2 progress well through the curriculum. They gain a love of reading and secure a range of knowledge and skills needed to prepare them for their next steps.

Pupils benefit from a broad and interesting curriculum that helps them to develop personally and to feel proud of what they achieve.

Pupils have very positive attitudes to school, arriving at school keen to learn. One parent reported that their child 'runs into school with a smile on their face ...and they are always welcomed in the same way'.

Pupils appreciate each other's differences and make friends because they care about each other. They play confidently and happily with their peers on the playground at breaktimes. Pupils feel safe in school.

Staff are vigilant and deal with any concerns pupils may have.

Pupils benefit from the responsibilities and rewards they receive. This includes being table leaders at lunchtime.

Pupils enjoy a range of enrichment activities, including learning from visitors to school, the school dogs and a range of clubs.

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

The school is led and managed well. For example, leaders have taken the right action since the last inspection to bring about improvements in reading.

All staff are well trained to teach the early reading programme and to deliver the curriculum. Staff use assessment information effectively to understand the phonics knowledge that pupils have gained. Pupils who need extra help with their reading are well supported to enable them to keep up with their peers.

This allows more pupils to progress well with their reading and read more accurately and fluently. Teachers use every opportunity to develop pupils' love of books and to develop their language.

The mathematics curriculum is established and ambitious.

Pupils have opportunities to revisit and reinforce concepts and skills. Teachers use resources and modelling effectively to help pupils make gains in their mathematical understanding and skills.

Staff identify and support pupils with special educational needs and/or disabilities (SEND) effectively.

They adapt the curriculum, where necessary, to meet the individual needs of these pupils. Consequently, pupils with SEND follow an inclusive curriculum alongside their peers and achieve well.

The school has redesigned its wider curriculum.

This is working well. However, pupils do not have sufficient opportunities to practise and develop their writing skills. As a result, pupils do not develop the stamina and fluency they need to be confident and skilled writers by the end of Year 2.

Teachers introduce new learning well in lessons. Pupils regularly benefit from working together and sharing ideas. Pupils are proud to share their work across the curriculum.

However, expectations for handwriting and the presentation of work are not high enough. This means that some pupils form letters incorrectly, and work is sometimes poorly presented.

The quality of education is a strength of the school.

Children make a strong start in Nursery and continue to progress well in Reception. They are very well prepared, both socially and emotionally, for Year 1. The curriculum in early years is vibrant and exciting.

The school prioritises learning opportunities to help children to develop their communication and language skills. Children show high levels of interest, curiosity and independence. The high expectations for behaviour and attitudes begin as soon as they start school.

Pupils behave well in school. They understand the behaviour system, respect each other and love the praise they receive from their teachers. Leaders have worked hard to improve attendance since the last inspection.

However, some pupils still do not attend school as often as they should.

Pupils' personal development is a high priority. This is carefully integrated throughout the curriculum.

For example, pupils learn how to stay healthy and to show respect for each other. During the inspection, pupils told inspectors that this is a school where they are all friends and get on well with each other.

Parents are overwhelmingly positive about the school.

They highly value the positive support, care and guidance that is given to their children. Governors know the school and are fully committed to their roles. They are fully aware of what the school does well and what it needs to do to improve.

They have high ambitions for all pupils and make effective checks on many aspects of school life. Leaders are mindful of the workload and well-being of staff.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are not always enough opportunities for pupils to practise their writing. As a result, pupils do not develop the stamina and fluency that they need. The school should ensure that there are quality opportunities for pupils to practise their writing, which in turn will help them to build their stamina and fluency.

• Staff do not have high enough expectations for handwriting and presentation of work. This means some pupils form letters incorrectly and work is sometimes poorly presented. The school should ensure that the teaching of handwriting is implemented consistently so that all teachers have high expectations for handwriting and presentation.

• Some pupils are missing too much school and too often. This hinders their learning. The school should continue to work with families and other organisations to improve attendance.

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