Chelford CofE Primary School

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About Chelford CofE Primary School

Name Chelford CofE Primary School
Ofsted Inspections
Headteacher Mr Andrew Brady
Address Oak Road, Chelford, Macclesfield, SK11 9AY
Phone Number 01625861351
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 71
Local Authority Cheshire East
Highlights from Latest Inspection

What is it like to attend this school?

Pupils embody the school's belief that 'happy children learn best'. They enjoy coming to school and appreciate how staff care for them. Pupils like to learn and play with their friends.

They are proud of their school. They said that everyone is welcome here.

The school is a calm and purposeful environment.

Pupils are very attentive in lessons. They are inquisitive and display highly positive attitudes to learning. Pupils demonstrate independence beyond their years, for example when they are adept at using technology to develop their reading skills.

Pupils benefit from the school's high expectations of their achievement. Teachers and support staff wor...k closely together to ensure that pupils, including those with special educational needs and/or disabilities (SEND), learn and achieve well.

Pupils enjoy the wide range of clubs available to them, including football, drama and eco-club.

Pupils make a positive contribution to the school and wider community through their various leadership roles. For example, the safety squad helps to ensure that drivers slow down in the local village.

Pupils, including children in the early years, have high-quality experiences that deepen their understanding of the differences between people.

This prepares pupils exceptionally well for life in modern Britain.

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

Leaders have made many improvements to the curriculum since the school was last inspected. In most subjects, the curriculum is ambitious and well thought out.

The school has identified the important knowledge to be taught.

Staff have strong subject knowledge. They design learning experiences that excite pupils, ignite their curiosity and enable them to build a rich body of knowledge.

Teachers regularly check that pupils understand and can recall what they have learned. Pupils are ably supported to make connections between what they already know and new concepts. As a result, pupils in key stages 1 and 2, and children in the early years, deepen their knowledge and remember what they have learned over time.

They are keen to talk about their learning. They share their books with pride. Pupils' work is of a high quality.

In a small number of subjects, the school's curriculum thinking is less well-developed. Some teachers are not as clear about some of the key knowledge that they should teach. This means that pupils' knowledge is not as deep as it is in the rest of the curriculum.

Since the last inspection, the school has ensured that the teaching of reading has been a focus. Across the school, well-trained staff deliver the phonics programme effectively. This starts swiftly in the Reception class.

The books that children in the early years and pupils in key stage 1 read are carefully matched to their phonics knowledge. Those who struggle to learn to read are given the support that they need to catch up. As a result, pupils, including pupils with SEND, progress well through the phonics programme.

Older pupils hone their reading skills and develop as confident, fluent readers. They are motivated to read. For example, there is great excitement when pupils are invited to join the 'millionaires' club', which recognises that they have read one million words.

The school identifies pupils with SEND quickly. Experienced staff make adaptations to activities to ensure that pupils with SEND can learn successfully. Pupils with complex needs are well supported.

As a result, these pupils achieve well.

Pupils' behaviour is exemplary. Children in the Reception class settle quickly into the routines of school.

Older pupils are mature and act as strong role models. There are warm, positive relationships between pupils and staff. Pupils of all ages sit together and eat lunch sociably.

They play together harmoniously in the playground. Where a small number of pupils struggle to regulate their emotions, staff are highly skilled in the support that they offer.

The school's provision for pupils' personal development is exceptional.

Pupils develop as responsible citizens of their village and beyond. Through academic subjects, pupils gain an understanding of issues such as racism and discrimination. Their knowledge is very well developed.

Pupils are not afraid to speak up. They have a strong sense of right and wrong. Pupils demonstrate acceptance of others.

Pupils also benefit from a carefully considered programme for relationships and sex education and health education. They know how to keep themselves healthy and safe, including online.

The school enables pupils to have a strong sense of identity.

Pupils said that they are free to be themselves and to discover their unique skills and talents. Pupils benefit from the school's carefully thought-out provision for clubs and other activities. It goes above and beyond to help all pupils to feel included.

As a result, take-up is strong, including for pupils with SEND.

The school is mindful of staff's workload when introducing new ways of working. For example, by investing in high-quality resources.

Staff feel appreciated as a result.

Governors are experienced and know the school well. They have an accurate view of the school's strengths and weaknesses.

This helps governors to shape the development of the school through the support and challenge that they offer.

Parents and carers, including those of pupils with SEND, hold the school in high regard. They are especially complimentary about the school's focus on reading.

They believe that they understand how to help their children at home.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the school has not fully developed the curriculum.

This means that some teachers do not have sufficient guidance about what to teach and when to teach subject content. This hinders pupils from building a deep knowledge over time. The school should continue to refine its curriculum thinking in these subjects so that the most important content that pupils need to know is clearly identified.

Also at this postcode
Chelford Village Pre-School

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