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Chiltern Primary is an inclusive school where pupils feel valued and accepted. Positive relationships, evident throughout the school, are built on the adults' deep understanding of each pupil's needs.
Staff go to great lengths to support pupils and their families. As a result, pupils feel safe and know who to speak to if they have any concerns.
Leaders have high expectations for pupils' behaviour.
The school's rules of 'be respectful, be ready to learn and be safe' are a lived experience for pupils. Classrooms are busy with industrious learning. Typically, pupils behave well in lessons.
However, not all pupils attend school regularly and this has a n...egative impact on their learning.
Curriculum enrichments activities, such as visits to the Mary Rose or to a local bee farm, bring learning to life. Pupils also have access to a range of clubs to build on their interests including computing and construction.
Recent work to improve the curriculum is having a positive impact. However, the quality of education in essential areas such as reading and mathematics needs to improve, as reflected in previously published outcomes. Pupils, including children in the early years, do not always learn or remember some key information as well as they should.
What does the school do well and what does it need to do better?
The school, including governors, with the help of the local authority has established a sharp focus on actions for improvement. Leaders have created a new ambitious curriculum. Subject leaders are passionate advocates for their subjects.
The important knowledge that pupils need to learn has been identified. It has been broken down into small steps that build learning over time as pupils move through the school.
The school has prioritised improving the delivery of the curriculum and is providing the necessary training to ensure subjects are taught confidently.
However, as much of this work is still in its early stages, there is variation in how the curriculum is delivered. This means that pupils do not receive the same quality of education across all subjects.
The school prioritises pupils who need additional help with learning.
There are robust systems for identifying pupils with special educational needs and/or disabilities (SEND). Pupils in the specialist provision, Meadow class, receive effective, high-quality support.
Lessons are designed to support pupils in learning the necessary curriculum knowledge and skills.
Typically, the school ensures that staff have secure subject knowledge. Teachers are well supported by curriculum planning. However, the school does not systematically check pupils' understanding sufficiently well.
Staff sometimes provide activities for pupils, including those with SEND, that do not help them to learn the curriculum effectively. As a result, some pupils struggle to remember what they have learned, leading to repeated errors. This creates gaps in the important knowledge they need to build upon to deepen their understanding.
The school has rightly prioritised early reading and provides high-quality support to support staff to deliver phonics. Pupils read books that contain the sounds they have learned. This helps pupils to practise their learning and to develop confidence.
However, inconsistencies in the delivery of the phonics programme, including in the early years, have emerged. As a result, some pupils in each year group require interventions to help them catch up. These pupils do not become fluent readers as quickly as they could.
Children in the early years are eager to learn. The school effectively supports children who initially struggle with some of the routines and expectations of school. During play, children work well with their peers and share their equipment.
However, the school does not ensure that children access all learning areas effectively. As a result, some children do not develop important early reading, writing and number skills successfully.
The school has taken determined action to improve pupils' attendance.
Staff work increasingly effectively with families to understand and resolve attendance issues. As a result, attendance is improving. However, a significant minority of pupils continue to have repeated absences from school.
This means that they miss essential learning opportunities.
Pupils' personal development is a notable strength. They benefit from carefully considered provision that supports their personal and social development.
The school promotes pupils' physical and emotional health well. Pupils learn about different faiths and can identify similarities and differences with their own. Pupils are proud of the many leadership opportunities they have, such as play leaders and lunchtime monitors.
The elected school councillors apply for their roles and are keen to help improve their school.
Governors have an accurate view of the school. They work well with school leaders, providing considered challenge.
Close regard is given to the impact of the school's actions and staff workload.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Improvements in the implementation of the curriculum, including in the early years, are at an early stage of development.
This means that across the curriculum, too many pupils are not reaching the standards they should, including in reading and mathematics. The school should ensure that inconsistencies in teaching are swiftly addressed in the early years and key stage 1 so that pupils are suitably prepared for the requirements of key stage 2. ? Staff checks of pupils' learning do not accurately identify the gaps in knowledge.
This means that some pupils develop misconceptions, and this slows their learning. The school should support staff to precisely check pupils' understanding and use this information to inform their teaching so that pupils better secure their knowledge over time. ? Attendance is too low for groups of pupils, including those with SEND and other disadvantaged pupils.
This impacts pupils' access to the full curriculum, leading to gaps in learning. The school recognises this issue and has developed strategies to address it, though these plans are still in their early stages. The school must redouble its efforts to ensure that the strategies are having a positive impact on attendance and learning outcomes for these vulnerable groups of pupils.