Chetwynd Junior School

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About Chetwynd Junior School

Name Chetwynd Junior School
Ofsted Inspections
Headteacher Headteacher Stephanie Lawes
Address Gipsy Lane, Nuneaton, CV11 4SE
Phone Number 02476340154
Phase Primary
Type Community school
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 361
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this improving school. Teachers care a great deal for pupils and meet their personal needs well. Pupils want to come to school.

Bullying is rare, and pupils say that when bullying does happen, staff deal with it quickly.

In the main, leaders plan the curriculum well to help pupils develop personally and achieve academically. Pupils enjoy reading books and listening to their teachers read stories.

On occasion, teachers do not expect pupils to think hard enough about what they are learning. The work can occasionally be too easy. When this happens, pupils do not achieve as well as they could, for example in science or French.
.../>School leaders have high expectations for pupils' behaviour and conduct. There are three simple and easy-to-follow school rules. The 'Chetwynd Child' knows what is expected of them.

Pupils are polite and courteous and want to please their teachers. They are respectful of their peers and adults during lessons and as they move around the school.

A range of clubs and enrichment activities develop pupils' wider interests and talents.

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

Leaders are ambitious and want all pupils to do well. Subject leaders ensure that, in almost all subjects, teachers know what to teach and when to teach it. Because of this, pupils build up knowledge and understand the subjects they learn.

For instance, in art, pupils develop an appreciation of the work of artists over time, which matures as they know more.

Pupils achieve well. On rare occasions when pupils drift off task, teachers use creative approaches to quickly re-engage them in their learning.

Some teachers are new to teaching or new to the school. Leaders make sure that they receive good support to develop their expertise. Staff feel well supported by school leaders who manage their workload carefully and ensure they receive the training they need.

All staff prioritise reading and pupils enjoy books. Leaders' reading plans show how they intend pupils' reading knowledge and skills will build up over time. Teachers are more precise in their teaching of reading than they were in the past.

Some pupils, including some who are new to the school, have fallen behind in their reading due to the pandemic. In response, leaders have reviewed reading plans as part of their work to help them catch up quickly.

Pupils learn well in many subjects.

In mathematics, art and design technology, for example, pupils build up their knowledge in logical ways. They also revisit some aspects to help them remember important content. Leaders and staff plan, teach and assess these subjects well.

Science and the modern foreign language of French, however, are current development priorities. In both these subjects, teachers have some gaps in their expertise that mean pupils do not benefit from the most effective teaching.

Leaders make sure that pupils with special educational needs and/or disabilities (SEND) receive the support that they need.

They work with a range of professional services to enhance this support. In addition, leaders and staff adapt curriculum plans when necessary. Disadvantaged pupils also do well.

They are supported, as needs be, both in the classroom and pastorally.

Personal, social, health and economic education helps pupils to develop an understanding of themselves and others. Pupils aspire to the 'Chetwynd Children's Charter'.

Special jobs for pupils, such as looking after the school's pets, help them to develop a sense of responsibility and independence.

The school has a well-being mentor, who offers help and advice to pupils. Furthermore, staff teach pupils to recognise and respect individual differences and to understand the harm caused by discrimination.

They recently wrote to the national football team manager to share their concerns about racism experienced by three players and were delighted to receive a reply. Pupils find out about different faiths and religions and visit places of worship.


The arrangements for safeguarding are effective.

Leaders make sure that all staff are well trained and understand their role in keeping children safe. They check that staff know what to do in different situations, for example being alert to and responding to any concerns about child sexual harassment. Staff swiftly report any concerns to safeguarding leaders.

All pupils learn about online safety, and staff improve pupils' knowledge regularly. Leaders work well with external agencies to secure help for pupils where necessary. They carry out appropriate safeguarding checks before appointing staff.

Parents are confident that their children are safe and well looked after.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in science and modern foreign languages requires further development. In these subjects, leaders need to make sure that curriculum content is sufficiently well sequenced so that new learning builds carefully on pupils' current knowledge.

In doing so, they need to ensure that teachers have the necessary expertise to plan and teach those subjects with greater confidence. Leaders should now support subject leaders to review the implementation and evaluate the impact of recent curriculum developments. In particular, the impact of the support for those pupils, including those new to the school, who have fallen behind in their reading during the pandemic.

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