Chesterton Primary School


Name Chesterton Primary School
Website http://www.chestertonprimary.org
Ofsted Inspection Rating Good
Address Green End Road, Cambridge, CB4 1RW
Phone Number 01223728392
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 166 (53% boys 47% girls)
Number of Pupils per Teacher 16.3
Academy Sponsor The Active Learning Trust Limited
Local Authority Cambridgeshire
Percentage Free School Meals 18.1%
Percentage English is Not First Language 26.5%
Persisitent Absence 8.2%
Pupils with SEN Support 20.4%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Outcome

Chesterton Primary School continues to be a good school.

What is it like to attend this school?

Pupils enjoy being at this school. Most attend well and are keen to learn. Teachers have high expectations of what pupils should be able to do in a wide range of subjects. Pupils are doing well in English and mathematics and in other subjects such as music and religious education. Lessons in different subjects are interesting because teachers are confident in knowing the subjects they teach. There is a wide range of activities such as sports clubs that pupils enjoy.

Pupils and staff say that behaviour is better than it was. Staff always expect pupils to behave well. This includes children new to Reception, who adjust quickly to new routines. The overwhelming majority of pupils work hard and respond quickly to teachers’ instructions and requests. Pupils show respect to teachers, visitors and each other. They take pride in their appearance and in their schoolwork. Pupils from different backgrounds get on well together at breaktimes and lunchtimes. Bullying is very rare, but pupils know what to do if they have concerns. There is a small number of pupils whose behaviour is concerning. This is managed increasingly well by staff, who are supported by their leaders.

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

Pupils’ learning is planned and delivered effectively across a wide range of subjects. This is true for pupils with special educational needs and/or disabilities and the increasing number of pupils who speak English as an additional language. The school is particularly successful at introducing pupils to whole-class teaching who had previously struggled to cope.

The way subjects are taught was reorganised in September 2019. Teachers and pupils are clearer about how well they are doing in each subject.

Children receive a strong start in learning to read as a result of a well-planned and ambitious phonics curriculum. For example, the Reception class spent time learning the ‘ch’ sound in the outside storytelling chair. Staff were dressed as characters from the story of ‘Chicken Licken’, which enthused the children.

Pupils enjoy reading. They talk fondly of books they have read and the authors who wrote them. Reading sessions are purposeful and focus on books known to pupils from their work in the wider curriculum. The teaching of reading is logical and follows a coherent plan. All staff know what they would like pupils to be able to know and do by the time they leave school. Mathematics follows a similar pattern. Pupils progress through a curriculum that is well planned. In most classes, pupils acquire mathematical skills quickly. They can explain their knowledge and demonstrate their understanding and skills. Pupils use mathematical vocabulary well. In practice, pupils are not yet being taught to the same high standard across the school. This is because there is some inconsistency in how well teachers build on previous learning.

Since September 2019, other subjects have been well organised. For example, in music, pupils in Year 2 can use words such as pitch and pulse. They are using the musical terms but because the language is quite new to them they still get confused about the meanings. Religious education (RE) has had effective subject leadership for longer than some other subjects. Subject leadership has been innovative in its approach. For example, the innovation of ‘faith days’ has been highlighted by staff as an opportunity for them to develop in-depth subject knowledge of a range of religions. Teachers demonstrate strong subject knowledge in their lessons. Pupils build their knowledge and understanding of different religions, and in turn tolerance of different views and opinions. Pupils enjoy RE and are thoughtful in class discussions. From Reception up through the school, there is a strong emphasis on values such as tolerance and respect. Pupils’ spiritual, moral, social and cultural development is promoted well through the school’s range of subjects. Subjects are brought alive. For example, during our visit, caterers were working with pupils making bread.

Behaviour in lessons and around the school is generally positive. Pupils are polite and welcoming. They told me that everyone gets on well together. A small group of pupils in a few year groups occasionally disrupt learning. This is managed well by staff, who are supported by their leaders. Exclusions are used as a last resort. Attendance is improving because of a sharper focus on the issue and improving relationships with families.

The multi-academy trust (MAT) provides opportunities for subject leaders to develop their knowledge and expertise. It also enables school leaders to benefit from advice and support from leaders of other schools with expertise in meeting the needs of pupils, especially those with challenging behaviour.

Safeguarding

The arrangements for safeguarding are effective.

The procedures for the recruitment of staff are secure. Staff are all well trained to keep pupils safe. They are clear about what to do if they have concerns about pupils. The processes to seek support from external agencies are appropriate.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The curriculum is well planned but, especially in English and mathematics, there is some inconsistency in teachers’ understanding of what pupils can already do. Leaders should continue to help all teaching and non-teaching staff to assess the knowledge, understanding and skills that pupils bring from their previous learning so that they can help pupils to move on more quickly. . Leaders are doing commendable work in building relationships with families, leading to reduced exclusions and increased attendance. Some of these strategies have been introduced this academic year. Leaders should monitor their effectiveness and their impact.

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good on 10 July 2015.