Chesterton Primary School

Highlights from Latest Inspection

Outcome

Chesterton Primary School has taken effective action to maintain the standards identified at the previous inspection.

The head of school is Victoria Storey. This school is part of The Active Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Lynsey Holzer, and overseen by a board of trustees, chaired by Claire Heald.

There is also an executive headteacher, Rae Aldous, who is responsible for this school and four others.

What is it like to attend this school?

Pupils live by the school's core values: 'Ready; Respectful; Resilient and Safe'. They understand how these valu...es help them to make positive choices in school and in their day-to-day lives.

Pupils respect each other's differences. Everyone is welcomed into the school and are valued for who they are.

Pupils feel safe here.

They know that staff care about them. Staff have high expectations for pupils' behaviour. Pupils respect staff and lessons are calm.

This helps all pupils get on with their learning without distractions.

Pupils enjoy coming to school. They work hard and try their best.

They know why it is important to attend every day. As a result, pupils achieve well and are well prepared for secondary school.

Pupils take pride in the leadership roles available to them.

These roles enable pupils to build their confidence and help make the school better. For instance, the school council planned and developed a new reading garden. The school encourages all pupils to take part in community activities, such as singing carols to local residents in the park.

A range of wider opportunities help to bring the curriculum to life. The school ensures all pupils access these.

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

The school has implemented significant changes recently.

These have had a positive impact. For example, exclusions have reduced. Pupils' behaviour and attendance have improved.

Many parents and carers speak highly of the school. They recognise the improvements in the provision for their children.

The school has created a well-organised and ambitious curriculum.

Leaders have thought carefully about the precise order in which knowledge and skills should be taught. Teachers check pupils' understanding regularly and present new information clearly. This helps pupils when they apply what they have learned to new concepts.

The school prioritises developing staff's expertise. This helps teachers to plan and deliver effective lessons which, in turn, supports how well pupils learn. The curriculum has been reviewed and revised.

Some subjects are at the early stages of implementation. In these subjects, teachers lack the necessary knowledge to teach the curriculum effectively. Consequently, some pupils find it difficult to remember key knowledge and vocabulary.

In these subjects, pupils do not perform as well as they could.

Pupils with special educational needs and/or disabilities (SEND) get the support they need to access the same ambitious curriculum as their peers. The school quickly and accurately identifies pupils who need extra help.

Staff know the individual needs of pupils with SEND well. This enables staff to adapt their teaching to ensure that pupils with SEND are supported to achieve well from their various starting points.

The school prioritises reading.

It uses a well-structured phonics programme. This helps children in early years to learn new sounds quickly. Ongoing checks enable staff to identify any pupils who find reading a challenge.

Effective support, such as small-group sessions, helps pupils to catch up quickly. Consequently, these pupils develop confidence and fluency. The school aims to ensure that all pupils develop a love of reading.

Many pupils choose to use the library during lunchtimes to read and share books.

The early years provision is calm and well organised. Children are curious about what they are learning.

Staff are skilful at asking relevant questions that help children to think more deeply. Children develop language and problem-solving skills across the curriculum. Staff respond sensitively to each child's needs.

Resources are well designed, giving children chances to investigate and become independent. Consequently, children are well prepared for key stage 1.

Pupils enjoy coming to school.

They understand the importance of being at school to ensure they get a good education. The school has effective systems in place to check how well pupils attend school. Attendance rates are high.

The school has a well-thought-out personal development programme. Pupils take on roles of responsibility, such as being reading ambassadors and play leaders. They enjoy being active citizens in the school and the wider community.

Trips link to the curriculum, such as a boat trip on the River Cam for geography. Pupils know how to stay safe when they are online. Assemblies teach pupils about fundamental British values.

Pupils understand equality and diversity well. They learn about differences in an age-appropriate way. Visitors of different faiths complement the curriculum, and help pupils learn about and experience different faiths and cultures.

Staff feel listened to and included in the school's improvement journey. They are proud to work at the school. The trust understands the school well and provides effective support to drive improvements.

The governors have a thorough understanding of the school. They prioritise the right areas at the right times, always considering the pupils' best interests.

Safeguarding

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 new curriculum is not fully implemented as well as the school intends. Where teachers are developing their subject knowledge, some pupils do not have a secure enough understanding of these subjects. The school should provide teachers with the guidance and support they require so that they implement all subjects effectively.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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