Chaucer Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders, including governors, lack the necessary attention to detail in the monitoring and evaluation of their plans for school improvement.

Too often, success is measured by the actions taken rather than the impact of these actions on school improvement priorities. Leaders do not monitor or track the progress of groups of pupils robustly enough in order to address underachievement quickly. Teaching of mathematics is inconsistent and does not enable pupils to make rapid enough progress.

Teachers do not check pupils' understanding thoroughly before moving onto new learning. Teachers' expectations of pupils are not cons...istently high. When not sufficiently challenged, pupils become distracted and lose focus in their learning.

Teachers and other adults do not respond quickly enough when pupils have not understood their learning in phonics lessons. Consequently, progress in Year 1 is not rapid enough. Although whole-school attendance is in line with the national average, a group of disadvantaged pupils do not attend school regularly enough.

Assessment in the early years is not precise enough to track and monitor progress accurately. Children make limited progress overall. The school has the following strengths Relationships between pupils and adults are strong.

Adults in school provide a nurturing and safe environment where pupils feel secure and happy. Pupils have a good understanding of right and wrong and the principles of the rule of law. They are keen to earn rewards for their achievements.

Safeguarding is effective. Concerns are reported in a timely manner and training of staff is up to date. Outcomes at the end of key stage 1 in 2017 in reading and writing showed significant improvements and are now in line with, or above, national averages.

Information about this school

The school does not meet requirements on the publication of information about the use and effectiveness of the PE and sports premium on its website. Most pupils are White British. The proportion of pupils who are supported by pupil premium funding is above the national average The proportion of pupils who have SEN and/or disabilities is average.

Children attending the early years are educated in open plan classrooms. Children attend the Reception classes full time and children in the Nursery attend part time. Since the previous inspection, the school has received support from the local authority.