|Name||Chilton Community Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date✝||12 December 2017|
|Address||Violet Hill Road, Stowmarket, IP14 1NN|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||16.4|
|Academy Sponsor||The Children's Endeavour Trust|
|Percentage English is Not First Language||11.5%|
|Pupils with SEN Support||12.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
Information about this school
Chilton Community Primary School is smaller than the average-sized primary school. Since the previous inspection, the school has expanded the age range and now admits Year 5 and Year 6 pupils. The proportion of pupils known to be eligible for the pupil premium is above the national average. The proportion of pupils from minority ethnic backgrounds is below the national average, as is the proportion of pupils who speak English as an additional language. The proportion of pupils who receive SEN support is above the national average; the proportion of pupils who have a statement of SEN or an education, health and care plan is below the national average. The school did not meet the government’s floor standards in 2016, which set the minimum expectations for pupils’ attainment and progress by the end of key stage 2. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher has high expectations and a clear understanding of what constitutes effective teaching and learning. He leads the school with quiet determination and since his appointment has been instrumental in bringing about rapid school improvement. The headteacher is ably supported by his deputy headteacher and middle leaders. Leaders make a significant contribution to the good and improving picture of teaching and pupil outcomes. Governors are proud of the school and committed to working with leaders to ensure continual improvement. They provide a good level of challenge and support. The support provided by the local authority has proved beneficial. Through this support, the school has forged constructive links with other schools, which has helped to increase expectations and raise standards. The broad curriculum is effective. Pupils enjoy the subjects they are taught and are motivated to learn well. Pupils understand and respect that different people live different lives. They are well prepared for life in modern Britain. The quality of teaching, particularly in phonics, is effective. A high proportion of pupils are currently producing work of a high standard in reading, writing and mathematics. Children in the early years get off to a good start. Outcomes for current children are improving rapidly as historical underachievement is being eradicated and leaders have higher expectations. Pupils are well cared for in a safe and positive learning environment. The nurture provision that the school provides to support more-vulnerable pupils is strong. Parents are positive about the school and hold it in high regard. Many parents recognise the improvements that have already been made. Leaders have put into place a wide range of well-chosen initiatives that are beginning to have a positive impact on pupils’ outcomes. These are being monitored closely to ensure that the achievement of pupils continues to improve further. Expectations of the work that pupils can achieve have increased. Generally, teachers assess pupils’ progress accurately to set work at the right level. However, at times the most able pupils do not receive sufficiently challenging work in all subjects. Pupils’ books are occasionally untidy. This is because not all teachers are consistent in their expectations of the presentation of pupils’ work.
✝ This relates to the provider's most recent full inspection where the overall effectiveness rating was given, 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.