Cheswick Green Primary School, located in Solihull, West Midlands, has been recognized as a good school following its inspection on May 23 and 24, 2023. The school fosters a welcoming and caring environment where pupils express their love for attending. They report that everyone plays together and treats each other fairly, highlighting the warm and respectful relationships between staff and students. Pupils feel safe and trust the staff to address any issues, including bullying. The leadership team maintains high expectations for all students, including those with special educational needs and disabilities, resulting in positive attitudes towards learning and commendable academic achievements.
Behavior at the school is exemplary, with pupils demonstrating politeness and respect in all areas. Classrooms are calm, and students listen attentively to their teachers and peers. On the playground, older pupils engage younger ones in games, contributing to a friendly and stimulating atmosphere during breaks. The school council actively participates in decision-making, and their suggestions are taken seriously by the leaders, making pupils feel valued. Opportunities for responsibility, such as being a buddy or a digital leader, help students develop confidence and accountability.
The curriculum at Cheswick Green Primary is ambitious and well-structured, catering for all pupils, including those who are disadvantaged or have special educational needs. Teachers are well-trained and supported, ensuring they possess the necessary subject knowledge and understanding of how pupils learn. However, some subject leaders have not had sufficient opportunities to monitor pupil learning effectively, which can hinder the support provided to staff in delivering the curriculum as intended.
Instruction is delivered in manageable steps, allowing pupils to build their knowledge securely. This approach aids retention and understanding of new information. For instance, in mathematics, early years pupils explore various shapes, which progresses to more complex concepts in later years. Pupils take pride in their work, showcasing their progress in their books.
Reading is prioritized, with staff receiving training to implement the phonics program effectively. Reading champions in each class promote a love for reading, and support is provided for those who fall behind. However, there are instances where teachers do not consistently address mistakes in phonics groups, and leaders have not ensured that all adults provide the precise support needed.
In the early years, children engage in purposeful activities within a stimulating environment, with staff effectively promoting vocabulary development. Parents receive valuable information about their children's learning, fostering a strong home-school connection.
Pupils exhibit positive attitudes towards learning and rarely disrupt others. They understand the importance of supporting peers who may struggle with behavior management. The school effectively identifies and supports pupils with special educational needs, ensuring they work towards the same learning goals as their peers.
Leaders promote personal development effectively, encouraging discussions around values such as respect and tolerance. Initiatives like VIP of the day help pupils feel special. The school offers a variety of clubs, trips, and activities that enhance the educational experience, including residential trips that build confidence and teamwork.
Staff express pride in being part of the school community and feel well-supported by leadership. Governors are aware of the school's strengths and areas for improvement, enabling them to hold leaders accountable. While most parents appreciate the welcoming atmosphere and care provided, some feel that communication regarding changes and provisions could be improved.
The safeguarding arrangements at the school are effective, with leaders prioritizing the safety and well-being of pupils. Staff are well-trained and vigilant, ensuring that any concerns are addressed promptly. Pupils feel safe and know whom to approach with concerns.
To enhance the school further, leaders need to improve communication with parents to ensure they feel informed about changes and provisions. Additionally, subject leaders should be supported in monitoring curriculum delivery to maximize the effectiveness of teaching and address any misconceptions among pupils.
