Cheetwood Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher and deputy headteacher have successfully addressed pupils' low achievement at the end of key stage 2 in 2017. Leaders' actions have improved pupils' achievement throughout key stage 2. In particular, the progress of pupils who have special educational needs (SEN) and/or disabilities and disadvantaged pupils is strong.

Leaders' actions have improved the teaching of reading across key stage 1 and key stage 2. Pupils' attitudes to reading are positive and they make good progress. Children make strong progress in the early years, particularly in their language development.

This gives them a firm foundation for learning, which ...supports their strong transition into key stage 1. Leaders have sustained improved standards at the end of Reception, in phonics and at the end of key stage 1. This is a highly inclusive school, where everyone feels safe, respected and valued.

Pupils enjoy school and are very keen to learn. Work to promote pupils' spiritual, moral, social and cultural development is highly effective. Pupils' understanding of fundamental British values is exceptional.

The school's curriculum strongly supports pupils' language development. This helps pupils, particularly those who speak English as an additional language, to make good progress in their learning. The governing body both challenges and supports leaders effectively.

Governors use their knowledge of pupils' needs well to inform their work. Leaders spend additional funding well, including additional government funding for disadvantaged pupils and special educational needs funding. Leaders, including subject leaders, have improved how they monitor pupils' progress in learning.

This helps teachers to raise their expectations of what pupils are capable of achieving. However, there are some variations in teachers' expectations in a minority of classes and subjects. In some lessons, teachers do not match work well enough to what pupils know and can do.

This means that, when this happens, tasks are too easy for the most able pupils and lower-ability pupils struggle.

Information about this school

Since the previous inspection, the school has appointed several new teachers. The chair and deputy chair of the governing body are new to their roles.

This school is slightly smaller than the average-sized primary school. An above-average proportion of pupils are disadvantaged and in receipt of support through the pupil premium funding. The school experiences high levels of mobility, with pupils entering and leaving the school mid-term.

The majority of pupils are from a wide range of minority ethnic groups. Most speak English as an additional language. The proportion of pupils who have SEN and/or disabilities is above average.

Children attend the Nursery class and the Reception class full time. The local authority has provided light-touch support to the school since the previous inspection. The school runs a breakfast club, which governors manage.

Inspectors evaluated this as part of the inspection. The school met the government's floor standards in 2017. Floor standards are the minimum expectations for pupils' outcomes in reading, writing and mathematics by the end of Year 6.