Chadsmead Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils attend Chadsmead Primary Academy eagerly and regularly.

They say staff are kind and caring, and they are. The school puts relationships with pupils at the heart of all it does. Dedicated and committed staff members model the respect and consideration they expect pupils to show to each other.

Pupils rise to these expectations impressively. This helps them feel safe and welcomed in school. It starts in the early years, where children settle into school life without delay and forge friendships with their peers.

Staff want all pupils to achieve well. The school is determined to make any improvements necessary so pupils reach the highest academic standards.... The impact of this work is clear to see in some areas of the curriculum.

In lessons, pupils show high levels of concentration. They focus on their work and are not disrupted from learning by others. The excellent behaviour seen in lessons is also evident at social times.

Pupils know and understand the school rules and take great pride in following them at all times of the day and when representing the school in the local community. Beautiful manners are commonplace. Pupils are confident, friendly and polite.

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

Reading has a high priority in school. The phonics programme is fully established, and sessions follow a set structure which is familiar to pupils. Staff check that pupils remember sounds they have been taught previously.

There are systems in place to support pupils who find it more difficult to remember these. Additional input helps them to keep up with their peers. Many more pupils are now reading at the expected standard for their age.

Books are carefully chosen to match each pupil's precise stage in the programme. This supports them to practise what they know and to become more confident and fluent readers.

The school has clear systems to identify the needs of pupils with special educational needs and/or disabilities (SEND).

They work closely with parents to set clear targets for them. These targets are addressed by taking part in small group work or one-to-one sessions as needed, delivered by well-trained staff. Pupils make good progress towards achieving these.

However, when back in the classroom, writing activities do not always match pupils' precise stages of learning as closely. Some pupils are required to complete tasks that are too complex. These do not support them in practising what they know or enable them to embed their writing skills with tasks that are appropriate.

The school has made changes to the design of the curriculum. The school's approach to teaching individual subjects is bringing about improvements. This starts in the early years, where pupils get off to a good start with their education.

The curriculum builds incrementally from what children learn in the early years. Staff use children's individual starting points to plan activities that build on what they have learned in Nursery. This helps children make good progress in a calm and purposeful environment.

They settle extremely quickly and show good levels of concentration and perseverance.

Music is a strength. Pupils talk enthusiastically about what they have learned.

They recall key information well. There are many opportunities for pupils to perform in school and beyond. The school places a high priority on pupils playing an array of musical instruments.

It does all it can to remove any barriers that might be in place to ensure pupils are able to take up this offer. In a small number of other subjects, pupils do not remember prior learning as well. They are not able to recall the key knowledge the school has identified and have misconceptions.

These misconceptions and gaps in learning are not identified quickly enough and hinder future success.

Pupils enjoy a variety of clubs and visits. They value and appreciate these.

They relish the opportunity to work with other schools in the trust and are very proud to have recently won the 'Bake-off'. They know it is important to treat all people equally, but they are yet to have a deep understanding of different faiths and cultures. However, there is a high level of collaboration and support between pupils.

It reflects the highly positive attitudes they have to learning and their commitment to behaving extremely well at all times.

Governors are committed and well-informed. They have the necessary determination and skillset to improve the school even further.

They have a clear understanding of what the school does well and understand the areas where they could do even better. The trust plays a pivotal role in supporting this improvement.

Staff are highly dedicated to the school.

Leaders are highly respected by staff, pupils and parents. They appreciate their determination to make Chadsmead the best school it can be in a nurturing, inclusive environment where their children are always put first and can truly thrive.

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, teachers do not check well enough that pupils fully understand what they have been taught. This prevents pupils from building their knowledge securely on what they already know and leads to misconceptions in understanding. The school should ensure that teachers use assessment strategies effectively in all subjects to support pupils' next steps in learning.

• Some pupils, including those with SEND, are expected to complete writing tasks that are beyond their capability. This limits their opportunities to practise and use the skills they have to become more fluent writers. The school should ensure tasks closely match pupils' current ability so they can improve their skills in writing.

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