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Pupils at Choppington Primary School are happy and enthusiastic.
They behave well. Pupils are proud of their school and their achievements. They are respectful towards each other and value the care and support that staff provide them.
The school has high expectations for all pupils. It has made significant changes to its curriculum to raise pupils' achievement. Pupils achieve well overall across a range of subjects.
Their provisional outcomes at the end of key stage 2 in 2024 showed a marked improvement on the low standards achieved in 2023.
There is a strong focus on developing and supporting pupils' emotional well-being. Pupils talked knowledgeably... about how their brains and feelings work together.
They champion the school's 'well-being dog', Rosie, who supports and works with pupils throughout the day. Relationships between staff and pupils are warm and caring. Leaders and staff know the school community very well.
New ways to support pupils with their behaviour are effective and bullying is rare. Pupils trust staff to deal with bullying when it is reported.
Visits, trips and other experiences bring the curriculum to life for pupils.
They talked enthusiastically about the places that they have visited and the clubs that they can attend, such as cheerleading and drama.
What does the school do well and what does it need to do better?
The school has designed an ambitious curriculum. In many subjects, it has identified effectively the skills and knowledge that pupils should acquire and by when.
This helps pupils to build their learning successfully as they move through the school. However, in some subjects this essential learning is not specified as clearly. This means that pupils do not learn all that they could.
Staff make checks on pupils' learning in lessons to check that pupils understand the curriculum. In most subjects, these approaches are well established and allow the school to check pupils' progress through the curriculum over time. Teachers are able to reshape subsequent lessons to focus on meeting pupils' needs.
In a small number of subjects, however, these checks are not as effective. As a result, pupils' new learning sometimes does not build on their existing knowledge as well as it might. The school is rightly focusing on improving these processes.
Reading is a high priority across school. Older pupils talked about the books that they enjoy. Teachers read to them every day to encourage pupils to read for pleasure.
Pupils use technology to log their reading and are rewarded for doing well. Children in the early years enjoy reading stories linked to the school curriculum. They have favourite stories of their own that they like to read together.
Across the early years and in key stage 1, staff use effective approaches consistently in daily phonics lessons. Pupils are keen to show off the sounds that they know. Pupils are supported to become confident and fluent readers.
Pupils with special educational needs and/or disabilities (SEND) are supported well across school. Their needs are met effectively. This starts from the early years, where staff nurture children's learning carefully.
The school makes the right necessary adaptations for pupils with SEND so that they learn effectively, alongside their peers.
The school has taken the right positive action to improve behaviour. Classrooms are calm and focused places to learn.
Systems for supporting and praising behaviour are clear. Pupils appreciate the simplified rules they now follow in school. They focus on their learning across the school day.
The school thinks carefully about how to support pupils who find it challenging to meet the school's expectations. Staff listen to and support pupils well. Pupils recognise how their behaviour has improved.
Staff in the early years establish clear routines. Children from the two-year-old provision onwards show increasingly high levels of independence.
The school places a high priority on broadening pupils' horizons.
A carefully sequenced personal, social, health and economic education curriculum helps pupils to understand themselves and the world that they live in. Children in the early years benefit from good opportunities to develop their social skills. For example, their teamwork when tidying up or having snack time together fosters positive relationships between staff and children.
The school's carefully planned assemblies give pupils a strong understanding of fundamental British values and equality. Pupils enjoy fortnightly sessions to discuss their mental and emotional well-being.
After a period of change, more stable leadership and staffing have strengthened the school.
Staff morale is high. They value the carefully designed and well-researched training that they receive, which supports their workload. Governors bring important skills and knowledge to the school.
They know the school and its community well. This helps governors to hold the school to account and support it in equal measure.
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 clearly identified the most important knowledge that pupils need to know. This means that the school is not assured that pupils learn all that they should in these subjects. The school should ensure that the essential knowledge it intends pupils to know is identified clearly.
• In a small number of subjects, teachers' assessments do not help them to identify what pupils need to learn next. This means that pupils' learning does not build on what they already know fully effectively. The school should ensure that assessment strategies in these subjects are secure and support pupils to achieve further.
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2024 Primary and GCSE results now available.
Full primary (KS2) and provisional GCSE (KS4) results are now available.