Fleetwood Chaucer Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school strives to promote a 'can do' attitude in pupils. Many pupils embrace this way of thinking. They make the most of the learning opportunities that the school provides for them and achieve well.

A number of pupils join the school part way through their primary education. At whatever point a child becomes part of this welcoming school, there is an ambition for them to succeed. This includes pupils with special educational needs and/or disabilities (SEND).

Pupils are keen to follow adult instructions and to live up to the high expectations of behaviour that the school has. Pupils trust that staff will help them with any worries or concerns that they may have. T...his helps pupils to feel happy at school.

Those pupils who need extra help in managing their emotions are ably supported by caring and nurturing staff.

Being part of a community school is important to the pupils. They place high value on contributing both to their school community and to the community in which they live.

They take on leadership roles in school, such as house captains and sports leaders. Pupils raise money for local charities and help to clear the nearby beach of litter. These experiences show pupils what it means to be a responsible and positive member of a community.

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

The school has carefully organised the curriculum from the Nursery Year through to the end of key stage 2. The curriculum identifies the important knowledge that pupils should learn and when this should be taught. This curriculum is ambitious for pupils, including those with SEND.

The school has effective systems in place that identify the additional needs of pupils with SEND. Carefully considered support and resources ensure that these pupils make positive progress during their time at the school.

The school has provided high-quality training and support that enables teachers to deliver the curriculum well.

The learning activities that teachers design help pupils to build on what they already know. The published performance data suggests that some pupils at this school do not achieve as well as their peers nationally. This is not the case.

A significant number of pupils join the school midway through key stage 1 or key stage 2. Some pupils join with little prior experience of being in school. Any gaps in knowledge that these pupils have are identified by teachers and addressed.

Pupils make strong progress from their different starting points. Pupils who attend the school for the majority of their primary education build up a deep body of knowledge and achieve well by the end of Year 6.

The school prioritises the teaching of phonics.

Pupils benefit from a carefully constructed phonics programme, delivered by well-trained staff. This starts when children begin in the Reception Year. Staff ably support those pupils who need extra help in learning phonics.

New arrivals to the school, including those pupils who speak English as an additional language, learn phonics quickly and successfully.

The school ensures that pupils access a broad range of books, including poetry and non-fiction. Children in the early years enjoy a range of nursery rhymes and traditional tales.

Older pupils read high-quality books, both classic and modern. This helps them to broaden their vocabulary.

Most pupils behave well in school.

Staff in the early years ably support children to quickly understand the school rules and routines. This helps these children to learn cooperatively alongside one another. Across the school, pupils are keen to follow adult instructions and learning is rarely interrupted.

However, some pupils are too often absent from school. This has a negative impact on how well these pupils learn.

The school has carefully selected opportunities to build pupils' wider development.

Pupils understand how to keep themselves safe online. They pride themselves on treating everyone equally, regardless of any differences. The school ensures that pupils learn about the signs of healthy relationships.

Governors provide effective support and challenge linked to the quality of education. They work in close collaboration with the school to bring about improvements. The school is considerate of staff's workload and well-being when making these improvements.

Staff are proud to work at the school. They appreciate the support that they receive, which helps them to deliver the curriculum well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school regularly enough. This limits how well they learn. The school should work with these pupils and their families to improve pupils' attendance so that they can benefit from the good quality of education that is provided.