Chaddesley Corbett Endowed Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Chaddesley Corbett is a welcoming and inclusive school where pupils feel happy and safe. Pupils' well-being is a high priority. Staff know pupils well and build positive relationships with them.

Pupils trust adults to help them with any problems they may have.

The school is calm, orderly and purposeful. Pupils behave well.

They know the school rules for good behaviour and follow them by being 'ready, respectful, safe'. Pupils listen carefully to staff and are sensible when moving around the school. Pupils are kind to one another and help each other out.

They treat each other with a high level of respect.

The school provides a broad and ambit...ious curriculum. Pupils enjoy learning and are keen to share all they know and can do.

They achieve well as they move through the curriculum. This is because the school has high expectations of what pupils can achieve. The curriculum is enriched with trips and visitors, which help bring learning to life.

Pupils benefit from an exciting range of outdoor learning activities.

The school teaches pupils about leadership and teamwork. For example, pupils who are members of the pupil parliament positively contribute to school life.

There are some extra-curricular clubs, such as hockey and cricket. There are many opportunities for pupils to take part in sporting events.

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

The school has designed a broad and balanced curriculum.

It sets out the core knowledge pupils need to learn from the early years onwards. Within the curriculum, there is a high focus on developing pupils' spoken language and learning new vocabulary. Pupils with special educational needs and/or disabilities (SEND) are given the support they need to access the full curriculum.

Teachers have strong subject knowledge. In many subjects, staff use effective methods to deliver new information clearly. Pupils find lessons interesting and engaging.

The school has introduced consistent strategies to help pupils to remember important knowledge. Staff regularly check how well pupils are learning the curriculum. However, sometimes, these checks lack precision.

This means some pupils do not achieve as highly as they could in some subjects.

The school prioritises reading and has developed a new library. Pupils enjoy reading and listening to stories.

In the early years, children are taught about sounds as soon as they start school. The school has invested in a new phonics programme. However, some staff are still developing their expertise in delivering this programme.

This means that there are occasions when the delivery of phonics lacks sufficient precision and is not as effective as it could be. As a result, some pupils do not learn to read as quickly as they could. Staff check pupils' progress in phonics closely.

Pupils who fall behind their peers get the support they need to catch up.

Children enjoy a positive start to school in early years. Staff help children to build strong relationships.

Children play happily and cooperate well with each other. They show high levels of concentration as they learn and explore. Staff encourage children to use new vocabulary and extend their talk.

However, on occasion, some of the independent activities staff provide for children do not help them develop the knowledge they need to be ready for Year 1.

The school identifies the needs of pupils with SEND effectively. Most staff know how to appropriately adapt the curriculum for pupils with SEND based on their specific needs.

Learning is carefully adapted for pupils in the specially resourced provision for pupils with SEND (specially resourced provision). Staff working in the provision build strong and caring relationships with these pupils. Pupils with more complex needs receive tailored support from skilled adults.

Pupils typically maintain high levels of attendance. When needed, the school works closely with pupils and their families to help pupils attend school more regularly.

The personal development programme is well considered.

Pupils are taught about healthy relationships and being responsible. They learn about how to stay safe online and in their local communities. Pupils learn about life in modern Britain.

Through voting for pupil parliament representatives, for example, they appreciate the fundamental British values of the rule of law and democracy. The school provides extensive pastoral support for pupils who need it.

Governance is highly effective.

Governors ask challenging questions and provide beneficial support. They know the school well and routinely check on improvements. Staff enjoy working at the school.

They feel that leaders are very considerate of their workload and well-being. They also value the school's commitment to their ongoing professional learning.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment information is not used as effectively as it could be to help strengthen the curriculum and address gaps in pupils' knowledge. This means some gaps in pupils' learning are not addressed quickly enough. The school should ensure that assessment processes in all subjects are robust and accurate so that the curriculum can be adapted to meet the needs of pupils.

• The school has not ensured that all staff deliver the phonics programme consistently well. This means some pupils do not benefit from high-quality phonics teaching. The school should ensure staff develop the expertise they need to teach phonics well so all pupils are supported to learn to read as well as they can.

• In the early years, some tasks designed to support children's independent learning do not provide sufficient opportunities to extend children's learning. As a result, some children do not build the foundational knowledge and skills they need. The school should further strengthen the design and delivery of these aspects of the early years curriculum so children are well prepared for their learning in Year 1.