Chellaston Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Chellaston Infant School is a united school. The school makes sure that there is a culture of ambition.

Pupils and staff are restless to become even better. The school works hard to make sure that all pupils do well, including those pupils with special educational needs and/or disabilities (SEND). Pupils are keen to talk of their achievements.

The school is rightly proud of its progress since the last inspection.

The school has high expectations of pupils to behave well. The school rules of 'be kind, be ready, be safe' guide pupils successfully in their actions.

Pupils openly support one another. Relationships between staff and pupils are warm. Pupil...s know that all staff will look out for them.

One parent's comment, typical of many, captured the 'homely feel' that permeates the school. Playtimes are exciting times. Pupils learn how to take risks and look after their own and others' safety.

Pupils are happy at this school.

The school celebrates its values of 'PRIDE - partnership, risk taking, integrity, determination, effort'. Pupils strive to achieve pride stickers.

Pupils receive rewards such as the golden broom, the golden table and afternoon tea with the deputy headteacher for demonstrating good citizenship.

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

The school has improved significantly since the last inspection. Leaders have ensured that the pace of change is appropriate.

This makes sure that the work undertaken is successful. The school has a real sense of clarity and purpose. However, the school is still developing some aspects of leadership, particularly checking how well the curriculum is being implemented.

Subject leaders do not always provide clear guidance on how to improve the teaching of their curriculum subjects. As a consequence, a few pupils do not achieve as well as they could.

Staff have worked hard to ensure that the school's curriculum is well structured and ambitious.

Teachers receive training so that they have the requisite subject knowledge to teach effectively. Strategies to remind pupils of what they have learned before connect learning over time. However, in a few subjects there is not yet an established and consistent approach to identifying gaps in pupils' learning.

This means that not all teachers adapt tasks suitably to support pupils' needs. This limits learning. Across the school key vocabulary is used well and enables pupils to explain what they have learned.

Learning to read is prioritised at the school. The phonics programme makes it clear what sounds pupils should know at key points. Staff apply a consistent approach to the teaching of reading.

Regular checks by teachers make sure that they identify when pupils fall behind. These pupils receive the support they need. They soon catch up.

A variety of books support teaching in the wider curriculum. Pupils appreciate the range of books they have. Beyond phonics the reading curriculum has the same rigour.

Pupils say they enjoy reading.

Children settle quickly into the early years. Transition arrangements help parents to understand what to expect when their child starts.

The early years foundation stage (EYFS) curriculum sets out the key knowledge children must learn and by when. Teachers create activities which consider children's interests and stimulate them. Developing children's vocabulary and language skills is a priority.

Children work well together. However, opportunities are sometimes missed to deepen children's understanding or help them to develop their independence. This is because staff can be overly supportive.

When this happens, this holds children back.

The schools provision to support pupils with SEND is highly effective. The school ensures that it understands pupils' needs quickly.

Clear, personalised objectives enable staff to support these pupils well. Where additional bespoke support is needed, these pupils receive it in 'The Hive', a quiet learning place within school. This support enables them to achieve in line with others in their class.

Pupils with SEND say that they feel well supported. They achieve well.

Pupils benefit from a range of experiences to support their personal development.

Pupils learn the importance of looking after themselves and how to keep safe. This includes when working online. Pupils are respectful and recognise that we are all different.

Pupils learn about other cultures and religions.

Leaders have established a culture of high ambition and a relentless pursuit of excellence. Staff recognise it has been a challenging time for them.

However, they feel well supported. They are united in the school's vision. Governance is a strength.

They ensure that the expertise on the board is focused on what needs to improve. Support from the trust has been highly effective.

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, the school has not yet established a consistent approach to identifying gaps in pupils' learning. As a result, teachers are sometimes not able to identify what pupils need to do to improve and design appropriate next steps. The school should ensure that teachers check pupils' learning in each subject closely and have the expertise to use this information to inform what comes next.

• In the early years, opportunities are sometimes missed to deepen pupils' understanding or help them to develop their independence. Staff can be overly supportive and do not always challenge children's thinking. The school should ensure that all staff have the expertise to maximise opportunities to develop children's thinking further and build their resilience.

The school is still developing some aspects of leadership skills, particularly checking how well the curriculum is implemented. As a result, leaders are not always providing clear guidance on how to improve the teaching of the curriculum in some subjects. The school should ensure that all subject leaders have the skills and expertise they need to evaluate the success of their subjects so that they support teachers more effectively to improve the quality of teaching and learning.