Chew Magna Primary School

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About Chew Magna Primary School

Name Chew Magna Primary School
Ofsted Inspections
Headteacher Ms Annie Spencer
Address Butham Lane, Chew Magna, Bristol, BS40 8RQ
Phone Number 01275332409
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 103
Local Authority Bath and North East Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending Chew Magna Primary School. There is a culture of support and kindness to others, which all at the school model.

Pupils of all ages play well together. They show care and consideration towards each other. As a result, playtimes and lunchtimes are enjoyable for all.

Pupils' attendance is high. The school tracks this and takes quick action if it begins to fall.

Staff have high expectations of pupils' behaviour, both inside and outside of the classroom.

Pupils respond well to this. They can explain and describe how the school rules apply to them. Most pupils engage well with their learning.

If any pupil loses focus, remind them of expectations, and they return to their learning quickly. Pupils feel safe at school. They know there are trusted adults who will help them if they have any concerns.

Pupils enjoy a wide range of trips, visits and visitors. These include residential trips, visits to a mosque, skateboarding, African drumming and dance workshops. Pupils enjoy taking part in sports tournaments with other local schools.

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

The school has designed an ambitious curriculum. In most subjects, the curriculum identifies what pupils need to learn by the end of the year. Teachers break this content down into small steps.

This supports pupils to build on what they have learned before.

The school has made changes to the writing curriculum. This has led to pupils achieving well in spelling, punctuation and grammar at the end of key stage 2.

The school has recently redesigned the curriculum further so that pupils have even more opportunities to write at length.

The school has implemented an effective phonics programme. This starts in the early years and continues into key stage 2.

Teachers assess pupils regularly to ensure they build their phonic knowledge well. Pupils become fluent readers. Staff are well trained to deliver phonics effectively.

They develop pupils' phonic knowledge well and help them to address any gaps they may have. The school ensures that pupils practise their reading regularly, both in school and at home.

In early years, teachers use assessment well to ensure that children build on their knowledge and skills.

This enables staff to identify and address any learning gaps. Learning is meaningful and supports children to build on what they already know.

Pupils with special educational needs and/or disabilities (SEND) access the full school curriculum alongside their peers.

Pupils' individual learning targets match their needs well. Teaching staff have the necessary expertise to support pupils and meet their individual needs. Staff receive helpful advice and training from each other and from the trust.

The school curriculum teaches pupils social, moral, spiritual and cultural education. Pupils are able to compare the similarities and differences between world religions. Diverse texts and assembly themes support pupils to develop their understanding of people and places around the world.

Pupils can explain how the curriculum supports their wider development. They understand the importance of equality. They learn about this, for example, when they study racial segregation in Year 6.

They demonstrate fairness in the way they treat each other. Pupils have positive attitudes to learning, and most follow class routines well. Relationships between staff and pupils are respectful.

Adults support them to feel safe.

In some subjects, such as computing, religious education and physical education, the knowledge that the school wants pupils to learn is not clearly defined. Additionally, assessment across foundation subjects is not always effective in understanding what pupils remember.

This means pupils do not build their knowledge well enough in these subjects.

Most curriculum leaders are new to their subject areas. They are not yet clear about how well their subject is being taught or how well pupils learn.

They currently rely on support from others to lead and monitor their subject's effectiveness.

Most staff feel well supported to manage their workload and well-being. The school recognises the pressures that policy changes can cause.

They balance the speed of implementation with supporting staff to manage the changes.

Trustees and local governors understand the school's strengths and areas for improvement. They provide both support and challenge to ensure that the school continues to improve.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the important knowledge pupils need to know and remember has not been set out clearly. This means that, over time, pupils do not build their knowledge well.

The trust should ensure that the important knowledge pupils need to learn is identified and checks are made on their understanding. Most subject leaders are new to their role and do not yet demonstrate the expertise to monitor the effectiveness of their subject. The trust should ensure that subject leaders develop knowledge of their subject area so they can support teachers to deliver the curriculum well.

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