Chadwell Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enjoy learning at this welcoming, friendly school.

They understand the importance of treating everyone with respect. Staff know pupils well. The school has high ambition for pupils to achieve their potential.

As a result, pupils are well prepared for their next stage.

Relationships in the school are positive and caring. This starts in early years where children learn to play well with one another, taking turns and showing consideration for others.

Pupils enjoy taking part in singing and learning to play a range of musical instruments, performing in assemblies and concerts. A programme of visits brings the curriculum to life. Thes...e help build pupils' character and resilience.

Pupils enjoy the range of clubs on offer at lunchtime and after school.

Most pupils behave well in class and around the school. This has a positive effect on their learning.

At breaktimes and lunchtimes, they enjoy the range of activities available to them. Bullying is rare and quickly resolved if it happens. Pupils are confident to talk to staff about any concerns that they may have.

The school provides a nurturing and caring environment in which pupils are safe and happy.

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

The school's curriculum is ambitious and carefully designed to ensure that it meets the national requirements. It identifies the important skills and knowledge that pupils need to secure.

Content is taught in a logical order, from early years onwards, ensuring that new learning builds on what has gone before.

Pupils are encouraged to be active participants in their learning, for example when sharing their ideas through discussion. Staff help pupils to remember essential knowledge.

They use appropriate strategies to determine what pupils know and can remember. In many subjects, teachers check pupils' understanding before moving on to new content, for example by the careful use of questioning. In some parts of the curriculum, however, this is less precise.

As a result, at times, pupils' understanding is less well developed, and some misconceptions remain unaddressed.

From early years, routines are established early and followed. This supports children to develop their independence.

Staff support children well. Most adult-led activities model new learning and help children to develop their language and communication skills. Children are confident to explore and show resilience when things do not go to plan.

Children start learning to read as soon as they join the school. They learn and remember new sounds well. This is because staff implement the phonics programme with precision.

Pupils have frequent opportunities to practise and apply what they have learned using books that are closely matched to their phonics knowledge. If pupils fall behind, they receive the support they need to catch up quickly. Staff and pupils share a love of reading.

Older pupils read a range of texts with increasing fluency and accuracy.

The school has taken effective action to strengthen the writing curriculum. For example, it has made sure that staff have the subject knowledge they need to teach writing effectively.

This is having a positive impact on the quality of writing across the school.

The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). Support plans for individual pupils are precise and reviewed regularly.

Staff have the expertise needed to support pupils in their learning. They make well-considered adaptations to the curriculum to enable all pupils to benefit. Pupils with SEND are fully included in all aspects of school life.

Pupils display positive attitudes to learning and are keen to do well. They work and play cooperatively. Pupils attend school well.

This is because the school ensures there are robust systems used to track attendance and identify any barriers for pupils who do not attend regularly.

Pupils learn about how to stay safe, including when online. They know how to keep themselves healthy.

Pupils value the many opportunities they have to demonstrate their leadership skills, for example by representing their class in the school council, or when acting as library monitors. They carry out their roles diligently and with pride. Pupils know, understand and demonstrate tolerance and mutual respect.

They appreciate the characteristics that make people different from each other.

Leaders, including those responsible for governance, have high ambition for all pupils and want the best for them. Staff feel that their workload and well-being have been carefully considered.

They benefit from high-quality training, which enables them to refine and develop their delivery of the curriculum. Staff share their expertise and collaborate very effectively together.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, pupils' mistakes and misconceptions are not identified and addressed. As a result, some pupils remain unaware when they have misunderstood aspects of what they are learning. The school should ensure that staff have the knowledge and expertise to tackle misconceptions so that gaps in knowledge are addressed consistently.

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