Newton Primary School, located in Chester, Cheshire, underwent an inspection on October 17 and 18, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
Pupils at Newton Primary School express happiness and a sense of safety within the nurturing environment. They show care for one another and are encouraged to develop empathy for others beyond the school community. The students actively participate in supporting local and international charities, demonstrating a strong sense of social responsibility. They engage in various leadership roles, contributing to decision-making processes and promoting their personal development. For instance, e-safety officers lead assemblies on online safety, fostering a sense of democracy and responsibility among peers.
The school has high expectations for pupil learning, particularly in the early years, where children are well-prepared for Year 1. However, there are inconsistencies in pupil achievement across key stages 1 and 2. This is attributed to the school not fully identifying the essential knowledge that pupils need to learn in some subjects, which affects the learning outcomes for all pupils, including those with special educational needs and disabilities.
In the early years, the curriculum is well-designed and tailored to meet the learning needs of children. Staff effectively monitor and support the development of language and vocabulary, providing ample opportunities for children to explore their surroundings. Conversely, the curriculum across key stages 1 and 2 lacks clarity in terms of the specific knowledge and skills that pupils must acquire. This gap leads to some pupils not developing secure foundations for future learning.
While staff generally possess secure subject knowledge and check on pupil learning, there are instances where they lack the expertise to deliver certain subjects effectively. This results in some pupils struggling to make connections between topics, hindering their overall understanding. Additionally, the school’s systems for monitoring curriculum quality are underdeveloped, limiting the governors' understanding of how well the curriculum is being delivered.
The school prioritizes reading, with early years children learning about letters and sounds from the outset. Teachers receive regular training to ensure consistent delivery of the phonics program, enabling pupils to read books that align with their knowledge. Support is provided for pupils who fall behind, helping them catch up quickly.
Engagement with parents and carers is a strength of the school, as they are invited to meetings and open afternoons to learn about phonics and reading. The school identifies the needs of pupils with special educational needs appropriately, although there are times when staff do not adapt the curriculum delivery effectively for these pupils. Nevertheless, leaders collaborate with external agencies to ensure that these pupils receive necessary support.
Children in the early years settle quickly and form secure relationships, while older pupils maintain focus in lessons, contributing to a conducive learning environment. The school emphasizes personal development, promoting tolerance and respect among pupils, who demonstrate an understanding of diversity and healthy living.
Governors fulfill their statutory duties and support the well-being of staff, but they lack a comprehensive view of pupil learning across the curriculum. The school is encouraged to develop a well-designed curriculum that clearly outlines essential knowledge and skills, ensuring that all pupils achieve consistently well. Additionally, staff training should be enhanced to better support pupils with special educational needs and to improve subject knowledge delivery. Establishing effective systems for monitoring curriculum implementation will provide insights into pupil learning outcomes.
