Chancel Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive and achieve well at this happy and nurturing school. The school is ambitious and wants the very best for pupils.

Pupils are at the heart of everything. Pupils from the two-year-old provision through to Year 6 progress well through the curriculum. They gain a love of reading and secure a range of knowledge and skills that are needed to prepare them well for their next steps.

Pupils benefit from a broad and interesting curriculum that helps them to develop well. They are proud of their achievements. Pupils love coming to school and say it is their happy and safe place.

Pupils have positive attitudes to school and arrive at school eager to learn. P...upils appreciate their differences and make friends because they enjoy each other's company. They engage happily with their peers on the playground.

Pupils feel safe in school. Staff are vigilant, and they deal with any concerns pupils may have.

Pupils benefit from the roles and responsibilities they take on in school.

They carry out these roles with pride. These include being school councillors, buddies and prefects. Pupils enjoy and learn from a wide range of enrichment activities, including visitors to school, trips and an extensive range of clubs.

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

The school is led and managed well. For example, leaders have identified the correct priorities for school improvement. Staff are well trained to teach the early reading programme and to deliver the curriculum.

Staff use checks on pupils' learning effectively to understand the phonics knowledge that pupils have gained. Pupils who need extra help with their reading are well supported to enable them to keep up with their peers. This allows more pupils to develop well with their reading and to read more accurately and fluently.

Teachers use every opportunity to develop pupils' love of books and to develop their language.

The mathematics curriculum is established and ambitious. Pupils have opportunities to revisit and reinforce concepts and skills.

Teachers use resources and modelling effectively to help pupils make gains in their mathematical understanding and skills. Although pupils achieve well in mathematics, as seen in the school's published outcomes, pupils have fewer opportunities to strengthen their reasoning and problem-solving skills.

Staff identify and support pupils with special educational needs and/or disabilities (SEND) very effectively.

They adapt the curriculum where necessary to meet the individual needs of these pupils. Consequently, pupils with SEND follow an inclusive curriculum alongside their peers and achieve well.

Teachers introduce new learning well in lessons.

Pupils regularly benefit from working together and sharing ideas. They talk confidently about their learning, for example the geographical features they have studied and events in history. Pupils are proud to share their work across the curriculum.

In some lessons, the key knowledge that pupils need to learn is not succinctly and clearly identified. This leads to some confusion, disengagement and hinders their progress.

The quality of education in the early years is a strength of the school.

Children make an exceptionally strong start in the two-year-old provision and continue to develop very well in Nursery and Reception. They are very well prepared, both socially and emotionally, for Year 1 and achieve well across the curriculum. The curriculum and environment in the early years are vibrant and exciting.

The school places an extremely high priority on early learning opportunities to help all children to develop their communication and language skills. Children show exceptionally high levels of interest, curiosity and independence in the early years. The very high expectations for behaviour begin as soon as they start school, helping young children to be confident and extremely well-rounded learners.

Pupils behave well in school. They understand the behaviour system, respect each other and love the praise they receive from staff. Pupils attend school regularly and know why this is important.

Pupils' personal development is a high priority. This is carefully integrated throughout the curriculum. For example, pupils learn how to stay healthy and safe and to show respect for each other.

Pupils rightly state that this is a school where behaviour is positive and where they all get on well with each other.

Parents and carers value the work of the school and the positive support, care and guidance that is given to their children. Governors know the school well and are committed to their roles.

They are fully aware of what the school does well and what it needs to do to improve. They have high ambitions for all pupils and make effective checks on many aspects of school life. Leaders are mindful of the workload and well-being of staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Although pupils achieve well in mathematics as seen in the school's published outcomes, pupils have fewer opportunities to strengthen their reasoning and problem-solving skills. Leaders should ensure that there are regular opportunities for pupils to apply their reasoning and problem-solving skills in their mathematical work.

• In some lessons, the key knowledge pupils need to learn is not succinctly and clearly identified. This hinders pupils' progress in their learning. The school should ensure that the curriculum is further refined so that the key knowledge pupils need to learn is clearly identified.