Chillingham Road Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish as individuals at Chillingham Road Primary school. The aspirational and welcoming atmosphere is palpable. Pupils are proud to attend this school.

They describe a fun and nurturing school experience.

The curriculum is well designed to meet pupils' needs. As a result, they are well prepared for the next stage in their education.

The school demonstrates a strong commitment to inclusion. Pupils with special educational needs and/or disabilities (SEND) are supported to achieve well.

Pupils' individual strengths and talents are celebrated.

Pupils are excited by the opportunities they have here. Educational visits and residentials a...re carefully curated to deepen pupils' experiences and understanding of the world and their local community. For example, a dedicated museum in the school celebrates the history of the school and the local area.

Pupils are proud to share their knowledge of local history.

The school celebrates pupils' good manners and kindness. Pupils value the praise and recognition from staff.

For example, as rewards, pupils are chosen to be seated on the 'top table' with a friend, work together to gain class points and achieve 'marbles'. This positive school culture helps pupils to behave well.

The school has a rigorous approach to developing pupils' knowledge of how to keep themselves safe.

Pupils are happy and have a sense of security in school.

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

Pupils achieve well. The school has a meticulous approach to checking pupils' understanding in mathematics and English.

Pupils with English as an additional language are well supported in lessons. The school ensures that pupils have access to the support they need to be successful in lessons.

The curriculum is aspirational for all pupils.

The school has carefully considered the skills that pupils need to be successful in their next stage of learning. In most subjects, lessons give pupils opportunities to revisit and recall previous learning. Pupils are familiar with this expectation.

In most subjects, this helps them to remember important skills and knowledge in the long term. However, in some subjects, this is less well embedded. In these subjects, staff are less adept at identifying gaps in pupils' knowledge.

Occasionally, pupils can struggle to demonstrate their understanding.

The school engages with external specialists to identify pupils' needs and provide the timely support they need. Most pupils with SEND work towards the same end points as their peers.

They benefit from precise strategies and support in lessons. This helps them to be successful in their learning.

Reading is a high priority throughout school.

The impact of this has been seen in the school's most recent published outcomes, where many pupils achieved well. The school has carefully chosen storybooks for children to get to know well from the 2-year-old provision to Reception. Pupils are well prepared to begin learning to read in Reception.

Pupils learn to read quickly and fluently. The school quickly spots when pupils need additional support with reading and provides this through extra practise. However, sometimes, this support is not as effective as it could be.

Staff do not have an agreed approach for delivering support during individual reading time. For some pupils, the additional practise they receive is not as well tailored to their needs as it could be. This slows pupils' progress.

Children in the early years make a strong start to their education. They have regular opportunities to apply their new learning and use newly taught language. Children enjoy joining in with the familiar stories and rhymes.

The school helps them to develop their independence. Children are curious and confident. They are proud to showcase their learning.

The school ensures children develop a strong foundation in literacy and numeracy. They are well prepared for Year 1.

Pupils behave well.

They are encouraged to reflect on their thoughts and feelings. The school routinely provides pupils with time and helpful prompts to increase their self- awareness. The school's work to raise attendance in recent years is continuing to have a positive impact.

Pupils love coming to school every day.

The school's provision for pupils' personal development is exceptional. The school provides pupils with meaningful opportunities to explore equalities through music and the arts.

Pupils write songs and perform shows with strong moral messages. As a result, pupils have a deep understanding of respect and social justice. Pupils eloquently discuss why equality is important and individuals' unique traits should be celebrated.

All pupils are given the opportunity to represent the school at events. The school provides extra-curricular clubs and experiences that pupils suggest. This develops their talents and interests and allows them to share this with the wider school community.

Leaders are highly aspirational for all pupils. The school engages with professional development to raise attainment for the most disadvantaged learners. This has had a positive impact across school.

All staff and governors are committed to the improvement journey of the school. Staff are proud to work here. Governors have an accurate picture of the school.

They work well together to hold the school to account.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the support that weaker readers receive is not closely matched to the support they need.

As a result, pupils do not catch up with reading as quickly as they could. The school should ensure that additional support is delivered precisely so gaps in pupils' reading knowledge are addressed effectively and quickly. ? The school's systems to check what pupils know and remember are more developed in some curriculum subjects than in others.

In some subjects, the school does not have a clear understanding of what pupils know and can do. This means that pupils do not always integrate new knowledge as intended. In these subjects, the school should review the impact of how they check pupils' prior knowledge and understanding and quickly identify any misconceptions.