Chillingham Road Primary School, located in Heaton, Newcastle-upon-Tyne, was inspected on January 17 and 18, 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behaviour and attitudes, personal development, leadership and management, and early years provision. The school has a strong sense of community and inclusivity, fostering a welcoming environment where pupils feel a sense of belonging. The history of the school is preserved through initiatives like the living museum, which engages students with their heritage.
Pupils exhibit a mature understanding of equality and diversity, learning to respect and tolerate differences among their peers. They express that friendships are a highlight of their school experience, noting the supportive atmosphere where they can always find someone to talk to or play with. Behaviour in the school is generally good, with pupils understanding the importance of reporting bullying and feeling secure in their environment. Despite the high expectations set by school leaders, the quality of education needs to improve, particularly in ensuring that the curriculum is effectively implemented.
The school has carefully considered the curriculum it wishes to provide, establishing ambitious goals for each year group across all subjects. In mathematics, the curriculum is well-structured, allowing pupils to practice and retain their learning effectively. Teachers utilize ongoing assessments to identify students who may need additional support. The school is also fostering a love of reading, with a structured phonics program in place for early readers, ensuring that books are appropriately matched to pupils' phonetic knowledge.
While older pupils can discuss the books they have read with confidence, there are concerns regarding the breadth of the curriculum in subjects like geography and science. The curriculum plans in these areas lack specificity, which can lead to variability in pupil outcomes. Assessment practices in these subjects are still developing and do not effectively inform necessary curriculum adaptations. Consequently, some pupils struggle to recall facts and deepen their understanding.
Pupils with special educational needs and disabilities are identified promptly, and leaders have improved the target-setting process for these students. However, there remains inconsistency in the effectiveness of the support provided, which can hinder some pupils' access to learning. The personal development provision is well-structured, with pupils receiving education on relationships and health, and engaging in initiatives that promote active citizenship.
In the early years, the focus is on developing language and communication skills, with ample opportunities for children to engage in learning activities throughout the day. Although there are areas for improvement in the quality of education, the leadership of the school is strong. Leaders are reflective and committed to identifying the right priorities for improvement, ensuring that both staff and pupils feel supported and safe.
The safeguarding arrangements at the school are effective, with leaders demonstrating a thorough understanding of their pupils and their families. Recruitment procedures are robust, and staff receive comprehensive training to ensure they understand their role in safeguarding children. Pupils also receive training on safety, which builds progressively as they advance through the school. Overall, while there are challenges to address, the school is dedicated to enhancing its educational offerings and supporting its community.
