Great Chesterford Church of England Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Great Chesterford meet the high expectations staff set for them.

Pupils, their parents and school staff all embody the school motto: 'together we are great'. For example, many pupils read widely. This is because their teachers teach them how to read well.

Also, teachers give clear guidance to pupils' parents that helps parents support their child's reading at home. Such collaboration helps many pupils achieve their best.

Pupils' behaviour is calm and purposeful.

Pupils quickly build strong relationships with staff. Through staff's clear routines, children in the early years learn how to try their best and treat others kindly. These behaviou...rs follow them through the school, creating a happy environment.

Bullying happens rarely at the school. Pupils know that if someone does or says something unkind, that it is followed up by adults straight away to stop it happening again.

Most pupils enjoy a wide range of extra-curricular activities, such as orchestra, sports clubs and musical theatre.

These experiences give pupils the confidence to represent the school in competitions and performances. For example, pupils enjoyed singing at an event to raise awareness about dementia. There are other community and church events which develop pupils' moral understanding.

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

Leaders have designed an ambitious curriculum that is broad and varied. Staff know what pupils need to learn and when. As a result, most pupils achieve well.

Leaders have ensured staff have strong subject knowledge. For most of the curriculum, staff know the most effective ways to make it engaging and memorable. This is enhanced by going on trips and having visitors into the school, for example visiting an archaeological dig and a Greek day.

Most pupils are able to recall their learning and make connections across the curriculum.

Leaders ensure staff receive the training and resources they need to teach pupils how to read confidently and fluently. For those weaker readers, staff deliver extra sessions, focusing on the sounds those pupils need to know to help them read words and sentences easily.

Leaders introduce pupils to ambitious texts and many different authors. Pupils access books they can read independently. This encourages a love of reading.

Nearly all pupils can read well by the time they finish Year 6.

Many children in the early years achieve well. Children have a go and try hard.

While the curriculum content is well thought through, not all aspects of the curriculum take account of what children can already do. As such, some children do not access opportunities that help them to deepen their knowledge further.

Overall, pupils with special educational needs and/or disabilities (SEND) receive effective support to learn the curriculum.

For example, teachers select pupils' learning partners carefully, so that pupils with SEND feel confident to partake in activities with a peer. Well-trained staff provide pupils with SEND with additional resources, such as picture prompts, helping pupils to complete work independently. However, on occasion, there are some parts of the curriculum where adjustments are not precise enough.

For example, some pupils are not having enough opportunities to recap learning before new content is taught. As a result, some pupils with SEND struggle to remember the concepts and vocabulary they need to know.

Behaviour routines are clear and expectations are consistently high.

Most pupils behave very well. When pupils struggle to focus on their learning, they quickly get appropriate support from well-trained adults. This includes leaders facilitating external support for pupils.

Leaders use meetings and observations to check external support works as well as the extra help on offer by school staff.

Leaders have implemented a personal development programme which promotes a culture of support and respect among pupils and staff. There is a well-considered programme of assemblies, introducing pupils to people and cultures that differ from their own.

Some of these assemblies are led by pupils, helping them also to develop the confidence to speak in front of a large audience.

Governors carry out their statutory duties to good effect and know what works well in the school. Governors, working with school leaders, have put measures in place to support staff workload and well-being.

This contributes to the high levels of satisfaction from staff about all elements of working in the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know their pupils and families well.

Leaders ensure any concerns about pupils, however small, are recorded and followed up promptly. Staff are trained to notice any changes and report concerns that might indicate pupils are at risk of harm. Leaders access outside agencies to provide support for vulnerable families.

The necessary checks for adults working in school are in place. Training is ongoing to keep staff updated of any changes.

The content of the personal, social and health education (PSHE) curriculum teaches pupils to be vigilant about online safety and how to keep themselves safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils, including pupils with SEND, struggle to remember the concepts and vocabulary they need to know. This makes it difficult for those pupils to join in discussions and/or complete activities well. Leaders must ensure staff receive training so they are able to confidently make appropriate adjustments that consistently ensure pupils revise and remember key content ahead of new learning being taught.

• On occasion, some children in the early years are not being given enough opportunities to recall and deepen their prior learning. This means that these children are not achieving as highly as they could. Leaders must review the range of curriculum opportunities on offer to ensure all pupils apply what they have learned and deepen their knowledge.