OfSTED CHesterton

School report

Chesterton Primary School Green End Road, Cambridge, CB4 1RW

Inspection dates

9–10 July 2015 Previous inspection:

Not previously inspected

This inspection:

Good

2

Leadership and management

Good

2

Behaviour and safety of pupils

Good

2

Quality of teaching

Good

2

Achievement of pupils

Good

2

Early years provision

Good

2

Overall effectiveness

Summary of key findings for parents and pupils This is a good school.  The strong, focused and inspirational leadership of the executive headteacher has had a major impact in establishing good-quality education in this new academy.  The executive headteacher sets high standards and, along with other leaders, has high aspirations for pupils’ behaviour and achievement. There is a determination to provide the best education and a wide range of experiences for every child.  Pupils achieve well because of consistently good teaching.  Pupils’ achievement is checked thoroughly and regularly. Support is put in place for those not doing well enough, to ensure they catch up quickly.  Pupils are happy at the academy. Attendance has improved and is now at average levels.  Behaviour is good and pupils feel safe and well looked after. Pupils have positive attitudes to learning. Procedures to keep them safe are effective.

 As a result of very effective transition arrangements, children in the early years settle quickly in the academy and get off to a good start with their education. They are well taught in a supportive, caring environment and make good progress.  The curriculum provides a good range of interesting topics and visits that pupils enjoy; these support their learning well.  The recently formed senior and middle leadership teams show great enthusiasm and growing expertise. The academy’s ability to improve continues to strengthen as a result.  Highly committed governors know the academy well and challenge senior leaders robustly.  The Trust’s central team and the academy’s board provide high-quality support and challenge.  The academy has fostered strong relationships with parents. They show a growing confidence in the ability of the academy to ensure their children achieve well.

It is not yet an outstanding school because  Work for the most able pupils sometimes lacks challenge; they are not always moved on to harder work quickly enough.

 The outdoor learning areas, particularly those for the early years, are not always used effectively to support pupils’ learning.