Chellaston Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Senior leaders provide strong and dedicated leadership for the school. Their plans for improvement provide a clear direction for the school.

Members of the governing body have a good understanding of the work of the school and are ambitious for its future. They are able to provide good levels of support and challenge to senior leaders. Good teaching and effective relationships between adults and pupils encourage pupils to be enthusiastic learners.

As a result, pupils enjoy school and get on well together. Pupils who have special educational needs (SEN) and/or disabilities receive effective, well-planned support. Teachers work closely with... parents and support agencies to ensure that pupils' needs are met.

Children in the early years make a good start to school life. Good leadership ensures that children enjoy a range of stimulating activities that encourage them to learn in different areas of the curriculum. Teachers teach pupils through a curriculum that interests and inspires pupils to learn.

It contributes to their personal development as well as their spiritual, moral, social and cultural development. The school is a calm and friendly place. Pupils conduct themselves well around the school and are polite and well-mannered.

Middle leaders are knowledgeable and motivated. They are a united team, committed to ensuring that pupils enjoy their learning and achieve well. Senior leaders are diligent in their monitoring of pupils' progress in their learning.

As a result, the majority of pupils make good progress in a range of subjects. Pupils benefit considerably from the range of sporting opportunities and other wider curricular activities provided by the school. Teachers do not consistently use the information they collect about the progress pupils are making to plan writing and mathematics lessons that sufficiently challenge pupils, including the most able.

Disadvantaged pupils are not making fast enough progress to catch up with other pupils. Children in the Reception classes do not have enough opportunities to develop their early writing.

Information about this school

Chellaston Infant School is larger than the average primary school.

The school receives support brokered through the local authority to target specific areas for school improvement. They access specialist support from the Primary Strategy Team for continuing improvements to the quality of teaching and learning, as well as for leadership. The majority of pupils are from White British backgrounds.

The proportion of pupils from minority ethnic backgrounds or who speak English as an additional language is below the national average. The proportion of pupils eligible for the pupil premium is below the national average. The proportion of pupils who have SEN and/or disabilities is below the national average.