Chesterton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy, welcoming and inclusive school.

The school's vision, 'growing together, learning forever', is at the heart of all that it provides.

The school provides many exciting experiences to ignite pupils' enthusiasm for learning, for example trips to museums, the theatre and residential visits. Pupils can learn to play a musical instrument, such as the drums or guitar.

They relish the chance to perform in a rock band.

Most pupils fulfil the school's high expectations of them. Pupils are polite and sociable.

They work hard and behave well. Pupils are caring and keen to help others. They proudly take on positions of responsibility, suc...h as playground buddies and science ambassadors.

Staff care deeply about pupils' mental health and support them to practise 'happy breathing'. This helps pupils to become calm and talk about their feelings. Pupils who find it hard to live up to the school's expectations of them find this helpful.

They feel safe at school because they trust staff to look after them.

Most parents are very happy with the school. They typically comment on the incredible staff, who help their children to thrive.

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

The school and trust have worked with determination and commitment to improve the school since the last inspection. They have had much success in this respect, such as in improving the quality of education that pupils receive. These improvements are not reflected in some of the 2024 published results.

However, the school's ambitious curriculum and consistently effective teaching ensures that most current pupils achieve well.

The school provides a broad, interesting and well-sequenced curriculum. This identifies the knowledge, skills and vocabulary that the school expects pupils to learn.

Communication and language is prioritised. Children begin to learn to read as soon as they start school in the early years. Pupils regularly practise phonics, which helps them to become fluent readers.

Pupils who find reading difficult are provided with extra practice. This improves their accuracy and confidence. Pupils enjoy choosing books to read for pleasure.

Teachers have strong subject knowledge. They routinely recap pupils' previous learning. For example, in mathematics, teachers provide 'flashbacks' to help pupils deepen their knowledge.

Teachers consistently model pupils' learning using the school's 'I do, you do' approach, which helps pupils understand what to do. Teachers regularly check pupils' understanding to correct misconceptions and move pupils' learning on.

Pupils are taught to use the correct vocabulary to explain their understanding.

For instance, in music, pupils use words such as 'pitch' and 'tempo' to describe a piece of music.

The school provides interesting activities that motivate pupils to become absorbed in their learning. For example, in the early years, children sustain high levels of concentration when searching for sea creatures in the sand or filling containers with water.

However, occasionally, in some subjects, the activities that teachers provide for pupils do not help them to practise their skills and deepen their knowledge as well as they could. This restricts how well pupils are challenged or supported to achieve their potential.

The school skilfully identifies the needs of pupils with special educational needs and/or disabilities (SEND).

Staff work closely with families and specialist agencies to ensure pupils receive precisely adapted teaching and pastoral support. Pupils with SEND are well supported to learn the same curriculum as others. They make good progress with their learning over time.

Occasionally, some pupils find it hard to manage their emotions. This is often for complex reasons. This sometimes results in low-level disruption.

The school makes effective use of safe spaces such as the 'calm room' to help pupils talk through their feelings and regulate their emotions. Pupils say that adults are good at sorting out any problems.

The school's work to improve attendance is starting to make a positive difference.

However, some pupils, including disadvantaged pupils, still do not attend school as regularly as they should. This affects how well they achieve.

The school supports pupils' personal development well.

For example, pupils can follow their interests and develop their skills when they try gardening, cookery and athletics. Pupils hold cake sales and run mini marathons to raise money for charity. Children in the early years learn the importance of washing their hands and cleaning their teeth to stay healthy.

Pupils are taught the importance of respecting each other's differences and embracing diversity.

Leaders support staff's workload and well-being effectively. They support staff's professional development well.

As a result, staff morale is high. The sense of teamwork is evident in the school.

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, staff do not consistently design activities that support pupils to learn the curriculum as effectively as they could. As a result, pupils' knowledge and skills are not as strong as they could be across all curriculum areas. The school should ensure that pupils are provided with activities that help them to practise their skills and deepen their knowledge so that they are fully prepared for future learning.

• Some pupils, including disadvantaged pupils, do not attend school as often as they should. This means that they miss out on important learning and do not achieve as well as they ought to. The school should continue to work closely with parents to improve attendance so that pupils benefit from all that the school offers and achieve their potential.