Cheddar First School

Highlights from Latest Inspection

What is it like to attend this school?

Cheddar First School sits at the heart of the local community and is highly valued by parents and carers. Pupils and staff are rightly proud of their school.

A culture of nurture and care permeates all areas of school life. The whole school team goes above and beyond to support pupils to flourish.

The school and trust have high expectations for what pupils can achieve.

They are ambitious for pupils' academic outcomes. The school ensures pupils are well prepared for middle school.

Pupils are polite and well mannered.

They consistently follow 'ready, respectful, safe' rules and routines. Staff pay careful attention to pupils' well-being. Relat...ionships are strong between adults and pupils.

Pupils are confident that their teachers will deal swiftly with any issues should they happen.

Pupils have many opportunities to develop their leadership skills, talents and interests. They enjoy taking part in the many clubs on offer, such as football, gymnastics and art.

Pupils value the responsibility of being house captains, well-being ambassadors and members of the school council. They enjoy the many curriculum trips and visitors that enrich their wider school experience, such as the residential trip for older pupils.

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

The school's ambitious curriculum meets the needs of pupils well.

This starts in the early years. The curriculum sets out the knowledge and skills pupils need to learn. Teachers, including those at the early stages of their career, make use of high-quality training and support.

As a result, they have good subject knowledge and confidence to deliver the different subjects across the curriculum. Teachers use a range of resources and teaching approaches to help pupils to achieve well. They check on how well pupils are learning.

In mathematics, teaching addresses misconceptions and ensures pupils remember the most important knowledge. However, in some subjects, these checks are not always effective. Consequently, some pupils have gaps in knowledge, which hinders their future learning.

The teaching of early reading is a priority in school. Children in the pre-school listen to a range of stories, nursery rhymes and songs. In Reception, children learn to recognise letter sounds and begin to read early on.

Staff use regular and effective checks on pupils' phonics understanding to be aware of the knowledge pupils have gained. They support pupils who need extra help with their reading to enable them to keep up with their peers. Pupils read books that typically match their phonics knowledge.

This helps them to practise and become fluent readers.

Staff identify pupils' needs early and adapt learning for pupils with special educational needs and/or disabilities (SEND). They use a range of support and resources to successfully enable pupils with SEND to progress through the curriculum.

The school provides effective support for those pupils who need extra help with their behaviour. Strong relationships within school underpin this work effectively. When pupils find it difficult to regulate their emotions, staff manage this well.

The school's provision for nurture is a strength. This means that pupils with SEND overcome their learning barriers and achieve well.

In pre-school, staff support children to settle quickly and begin learning as soon as possible.

Strong care and nurture ensures that children learn the routines and expected behaviours of daily school life. The curriculum for early English and mathematics is delivered well. In Reception, children love learning in the engaging classrooms and outside spaces.

The curriculum ensures that children are very well prepared for Year 1.

Regular attendance is a priority. The school challenges poor attendance.

It works closely with parents when pupils' attendance begins to decline. As a result, pupils' attendance has improved markedly.

Pupils are well prepared for life in modern Britain.

They learn about different faiths and beliefs. Pupils learn about cultures and communities different to their own. During assemblies, pupils reflect upon their own thoughts and views.

Pupils learn about democratic processes through voting for new house captains. The 'Chance to Shine' board celebrates achievements both in and out of school. Pupils understand the importance of helping others and readily raise funds for national and local charities.

For example, they regularly make donations to a local foodbank.

The trust and local partners are ambitious for the school. They have a strong understanding of the school's strengths and areas to improve and provide highly effective support and challenge.

Staff speak highly of the support they receive, including for their well-being and workload. They are proud to work here.

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 precisely what pupils know. This means that some pupils have gaps in their knowledge that are not addressed quickly, and their knowledge is not as secure as it could be. The trust should ensure that the school routinely checks pupils' knowledge, and use this information to inform future teaching, so that pupils learn well across the curriculum.

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