Chandlers Ridge Academy

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About Chandlers Ridge Academy

Name Chandlers Ridge Academy
Ofsted Inspections
Mrs Louise Lidgard
Address Chandlers Ridge, Nunthorpe, Middlesbrough, TS7 0JL
Phone Number 01642312741
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 352
Local Authority Middlesbrough
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school.

They say that they feel safe and cared for by their teachers. Behaviour in lessons is calm and purposeful. Pupils help and encourage each other.

Some pupils do not behave as well as they should when they are outside. Pupils know what bullying is and say it is infrequent. When bullying is reported, teachers talk with pupils to resolve it.

Leaders' records show it is not repeated.Staff have high expectations of pupils. Pupils are enthusiastic about learning and are keen to know more.

Pupils love to learn. They enjoy solving problems in mathematics. Pupils confidently explain their thinking and are proud of their learning....

During a key stage 1 dance lesson, pupils' concentration was intense. They followed every instruction to the letter and mirrored every move their instructor made. Children laughed with delight and excitement as they learned new skills.

In the early years classroom, leaders have created a stimulating environment for children to explore. Children are inquisitive and have positive attitudes to their learning.Leaders enrich the curriculum through clubs at lunchtime and after school.

Pupils enjoy an increasing range of educational visits. They loved their recent trips to the Middlesbrough Institute of Modern Art and the train museum in Shildon.

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

Leaders are determined that every child will become a confident, fluent reader.

Pupils learn phonics from the start of Reception. Leader's chosen phonics programme is well sequenced. Teachers make sure that pupils are confident in the sounds they have been taught before they move on.

Teachers have a very good knowledge of phonics. The books pupils' read are carefully matched to the sounds that they have learned. Most pupils are well on the way to becoming confident, fluent readers by the end of Year 1.

Teachers make daily checks to identify pupils who are struggling with their reading. Extra support is provided quickly. However, a small number of pupils struggle to read their books fluently using the sounds they know, because they do not get the opportunity to practise as much as they need to.

Children listen with enjoyment and attention during their daily story time lessons. They know exactly when to join in. This develops their vocabulary, speaking and listening skills.

In most subjects, leaders have set out what they want pupils to learn and by when. However, in subjects such as history this work needs further refinement. Leaders have not set out with enough precision the key knowledge and skills pupils will be taught each year.

In mathematics, clear explanations and carefully chosen activities help pupils to deepen their knowledge. Teachers make regular checks on pupils' understanding. They use this information to reteach and clarify any misunderstandings.

Pupils can confidently explain their reasoning as they solve problems. They use mathematical vocabulary with accuracy. Teachers regularly revisit previous learning by using 'flashback' and 'smart' tasks at the start of lessons.

This helps pupils to remember important mathematical knowledge.Leaders quickly identify pupils with special educational needs and/or disabilities (SEND). The school's special educational needs coordinator (SENCo) works with teachers, parents and external agencies to write clear plans that support pupils in their learning.

As a result, they enjoy learning with their peers and access the same ambitious curriculum.Children in the early years have positive attitudes to their learning. Routines are well established and children are settled.

They move confidently between different areas of learning. Adults provide creative and imaginative activities which capture children's attention and help them to learn. Adults use every opportunity to encourage conversations with the children and introduce them to new vocabulary.

Inspectors saw children using their recently learned dinosaur vocabulary with accuracy.The curriculum promotes pupils' spiritual, moral, social and cultural development well. Pupils can recall many memorable and inspiring experiences that have supported their learning.

They were thrilled to meet authors online during World Book Day. Pupils are taught how to keep themselves safe and healthy and about the importance of tolerance and respect for others. Pupils learn about what makes families different and what makes a good friend.

Pupils have positive attitudes to their learning. They behave well in lessons and in the dining hall. However, pupils report that behaviour varies when on the playground.

A small number of older pupils told inspectors that some pupils make poor language choices. These incidents are not always reported to leaders. Leaders recognise there is work to do to teach pupils to make appropriate choices in their use of language and to ensure pupils are confident in reporting all concerns.


The arrangements for safeguarding are effective.

Leaders complete appropriate recruitment checks on the suitability of adults who work at the school. This ensures all adults who work with pupils are safe to do so.

Leaders are knowledgeable about their safeguarding responsibilities and have effective relationships with external agencies. They work well with them to support vulnerable pupils and their families.The quality of safeguarding records is variable.

Leaders do not always record in enough detail the actions they have taken to keep pupils safe, when actions were put in place or who will monitor them.Pupils learn how to keep themselves safe, including how to stay safe online. They know what to do if they have a concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum, in subjects such as history, does not set out in enough detail the knowledge and skills that will be taught to pupils as they move through school. As a result, teachers do not know precisely what they need to teach pupils by the end of each year. Leaders need to refine and complete this work so that pupils' new learning builds on what they already know.

• A small minority of pupils in the early stages of learning to read do not get enough support to practise their reading. Because of this, they are not developing the speed and confidence that they need in order to read fluently. Leaders need to provide further opportunities for these pupils to read books that are matched to their phonics knowledge.

• The behaviour of pupils is too variable. When incidents occur on the playground, pupils are concerned about the reaction of their peers if they report it. Consequently, pupils do not report incidents of inappropriate language to adults.

Leaders must take action to tackle and challenge incidents of poor behaviour so that pupils feel confident to report their concerns. This will help to ensure that the high standards of pupils' conduct seen during lesson times is consistent across the school day. ? There are some inconsistencies in the quality of safeguarding records.

While leaders do take action to keep pupils safe, details are not always documented. As a result, it is not always clear what actions were taken in response to the concerns raised. Leaders should ensure that safeguarding records are detailed, robust and show the actions that have been taken, by whom and when.

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