Chollerton Church of England Aided First School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Chollerton live out the school's vision of 'be the best you can be'.

They embody the school's key values, including nurture, respect and inclusion. Pupils enjoy coming to school. They are happy and safe.

Over their time in this small and welcoming first school, pupils develop into confident members of the community.

There are high expectations for pupils' achievement. Staff create a climate in which pupils can meet these high expectations.

From their earliest days in school, staff nurture pupils. Adults encourage all pupils to reach their potential. Staff value pupils as individuals.

There is a clear respect for, and celebration of..., this individuality.

Pupils exhibit exceptional behaviour and attitudes. Pupils of all ages play happily and look after each other.

Older pupils support the youngest pupils in their play and at mealtimes. They act as role models for others. Pupils know that trusted adults would deal with any issues quickly and effectively.

Pupils and parents alike share in the benefits of being part of the school 'family'. One parent summed up the thoughts of many by saying, 'Chollerton First School is an amazing school, where the children and the community are at the heart.'

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

From their first days in Reception, children enjoy a vibrant and well-planned curriculum.

This inspires them to develop their innate curiosity. There is a clear focus on communication and language. Adults use careful modelling of adventurous vocabulary in their interactions with children.

Children then use this vocabulary in their own exploration and learning. Children engage with tasks for prolonged periods of time. They demonstrate high levels of concentration.

Children confidently apply their learning from different areas of the early years curriculum to new learning experiences. Achievement in early years is high. As a result, children are prepared well for the next stage of their education.

Well-trained adults teach the school's chosen phonics programme with consistency. Staff use assessment to precisely highlight any gaps in pupils' phonics knowledge. Pupils then receive bespoke support, tailored to individual need.

As a result of this quality phonics teaching, pupils secure high outcomes in national tests at the end of Year 1. Pupils develop into fluent and confident readers. They enjoy many opportunities to read for pleasure.

This means that pupils have the reading skills that they need to access the wider curriculum in Years 3 and 4. This prepares them well for the transition to middle school at the end of Year 4.

Leaders have carefully considered how best to meet the needs of all pupils at the school.

As a result, pupils benefit from a broad curriculum, which addresses individual needs. Leaders foster an inclusive environment. Pupils with special educational needs and/or disabilities achieve well.

Pupils enjoy their lessons. Children in Reception used their prior knowledge of space and planets to design and build 'rockets' in the playground, for example. However, in a small number of subjects, assessment is not used to identify gaps in learning or in pupils' knowledge with sufficient precision.

Teaching is, therefore, not sufficiently well focused to address these gaps. Pupils are not committing to long-term memory their learning in these subjects.

Pupils have positive attitudes towards each other.

As a result, issues with behaviour are few in number. The school takes effective action to address issues if they arise. Pupils value the 'worry boxes' that they have in the classroom.

They know that adults check these regularly and deal with any worries quickly.

The school's approach to pupils' wider development is exemplary. Pupils benefit from a well-planned curriculum for spiritual, moral, social and cultural development.

Through carefully planned experiences, including visits and visitors to school, pupils develop a keen sense of equality. The school plans discrete opportunities for pupils to understand and appreciate other faiths, religions and cultures. A grandparent came into school to talk about Diwali, for example.

The headteacher has also developed links with a school in Ethiopia, with teachers from Ethiopia visiting Chollerton. This helps pupils broaden their horizons. Pupils understand and respect difference.

The school also works in partnership with a local charity that supports people with dementia. Children in school build relationships with these adults. This fosters a keen sense of empathy and understanding.

Leaders have a clear understanding of the school. Governors get all the information they need to offer challenge and support to the school. They hold leaders to account effectively.

Staff are very positive about the way that leaders take staff well-being and workload into account. Staff are very well supported by leaders at all levels.

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, assessment is not used effectively to check that pupils have a secure understanding of their learning. This means that further teaching does not allow pupils to develop a secure base of knowledge that matches the school's ambition. The school must ensure that assessment is used to inform future teaching so that pupils build more secure knowledge over time.

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