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Cestria Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Cestria Primary School sees its pupils as 'stars', and staff provide pupils with a range of opportunities to learn, develop and realise their potential. It is an inclusive school that has high expectations for pupils.
Warm, positive relationships between staff and pupils are at the heart of the school. As a result, pupils are happy and safe.
Pupils achieve well.
The curriculum that pupils follow is stimulating, creative and promotes deep thinking and discussion. Pupils take great pride in the work that they produ...ce, and they talk confidently about what they have learned.
The school is calm and well ordered.
Pupils are kind and respectful. They demonstrate excellent attitudes to learning. Pupils understand the importance of making the right choices and they consistently try their very best.
Pupils develop their leadership skills and sense of responsibility in their roles as 'eco-warriors', 'mini-medics' and 'mini-police'. Teachers support and encourage pupils in lessons. The school has an effective range of opportunities to help pupils develop resilience and confidence.
Parents and carers express their gratitude for the strong pastoral care at the school and for the staff who, they say, go 'above and beyond' to support their children.
What does the school do well and what does it need to do better?
Pupils access an ambitious curriculum. The important knowledge that pupils need is clearly mapped out by the school, and pupils learn the curriculum well.
Pupils, including disadvantaged pupils, achieve very highly in national tests at the end of key stage 2 and are well prepared for the academic demands of secondary school.
Teachers explain concepts clearly and have secure subject knowledge. The activities that pupils complete help them to embed their knowledge and use the skills they have learned over time.
In the early years, leaders have skilfully integrated activities in writing and mathematics throughout the setting so that children regularly practise and embed their learning.
There are occasional inconsistencies in how teachers check pupils have learned and understood the curriculum. This means that, sometimes, staff do not identify that pupils have misunderstood concepts, or that they have gaps in their knowledge.
The school's provision for pupils with special educational needs and/or disabilities (SEND) is effective. The school identifies and meets pupils' needs well. Teachers use the detailed information they receive to ensure that pupils with SEND access and learn the curriculum securely.
As a result, pupils with SEND achieve very well.
The school has prioritised reading. Pupils read accurately and fluently.
Children begin learning to read as soon as they start in Reception. Staff teach phonics very effectively. The school helps pupils to catch up if they need extra help with their reading.
Pupils enjoy interactive reading assemblies, where they discuss important themes from a range of stories.
Pupils behave impeccably. They listen carefully to their teachers and work very hard.
The school provides pupils with opportunities to work together, which develops their ability to listen, help their peers and compromise. Children in the early years follow school routines very well and sustain high levels of concentration. At playtime, pupils socialise well.
Leaders are relentless in their work to ensure that pupils attend school regularly. They work effectively with other professionals to support pupils when it is needed. Rates of attendance, including for more vulnerable pupils, are high.
The school has developed its personal development programme to support pupils in becoming 'Cestria Citizens'. This begins in the early years, when adults teach children about the importance of sharing and caring for themselves and others. Older pupils become 'culture champions' when they learn about different cultures and ways of life.
This helps them to understand the importance of everyone being equal. Pupils develop a deep understanding of the natural world, and their responsibility to look after it.
The school is nurturing, and it helps pupils to develop their gifts and talents.
Staff regularly celebrate pupils' achievements. The school offers pupils a range of clubs to participate in, such as performing arts, sports and crafts. Pupils value the opportunities to step out of their comfort zone and try new things, such as leading assemblies and taking part in adventure-based residential visits.
Children in the early years have access to a range of outdoor facilities that support their physical development and coordination.
Leaders have successfully sustained high standards over time. Staff feel very well supported with their workload and well-being.
Morale is high. Although several governors are new to their position, they are highly skilled and committed to the school's development.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• There are occasional inconsistencies in the ways that teachers check what pupils have learned and remembered. This means that, at times, they do not identify pupils' misconceptions or the gaps in their knowledge. The school should ensure that teachers check pupils' knowledge and understanding systematically to ensure gaps in knowledge are consistently identified and filled.
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 December 2019.
