Chester-Le-Street Church of England Primary School has undergone a recent inspection, resulting in an overall effectiveness rating of good. The inspection took place on September 14 and 15, 2021, and marked a significant improvement from the previous inspection, which rated the school as requiring improvement. The school is characterized by a positive and friendly atmosphere where staff and pupils demonstrate kindness and respect towards one another. The leadership team, including the headteacher and governors, is committed to providing the best possible education for the pupils.
Teachers at the school are diligent in planning lessons that facilitate effective learning. They focus on ensuring that pupils acquire essential knowledge and skills, particularly in reading, which is prioritized as a key component of the curriculum. The teaching of phonics and reading begins early in the Reception class, and older pupils express enjoyment in reading and can articulate their favorite books. However, there is a noted need for some pupils to engage in reading more frequently both at school and at home to enhance their skills further.
Pupil behavior is commendable, with good conduct observed during lessons and playtimes. The school has reintroduced after-school clubs, which have been well-received by the students. Initiatives such as caring for the school’s hens and selling eggs contribute to a sense of community and responsibility among pupils. The school maintains a zero-tolerance policy towards bullying, and staff provide thoughtful support for pupils facing any concerns or anxieties. Attendance and punctuality are emphasized, and pupils show enthusiasm for their lessons.
The curriculum from Reception to Year 6 is well-structured, and teachers effectively engage pupils in their learning. However, some subjects, particularly science and computing, reveal gaps in pupils' knowledge due to missed learning opportunities in previous years. Leaders are actively addressing these gaps to ensure all pupils receive a comprehensive education. The school has made significant strides in improving the quality of reading resources and matching books to pupils' phonics knowledge, although some younger pupils still require more regular reading practice.
The school promotes healthy lifestyles and teaches pupils about food growth and cooking. Activities during playtime and lunchtime encourage cooperation and active participation. The school also fosters an understanding of major world faiths and democratic principles, encouraging pupils to consider how they can help others through charitable initiatives.
Leaders are attentive to the needs of pupils with special educational needs and disabilities, ensuring they receive appropriate support to thrive. However, some parents have expressed concerns regarding the adequacy of support for their children, prompting leaders to review these concerns. The headteacher and deputy headteacher have demonstrated strong leadership, resulting in a positive and safe learning environment. Staff morale is high, and there is a commitment to ongoing development within the school.
The safeguarding arrangements are effective, with leaders and staff prioritizing the safety and well-being of pupils. Training ensures that staff can identify and respond to risks promptly. The curriculum includes components that educate pupils about safety and risk, particularly in relation to online activities.
To further improve, the school must ensure the continued implementation of its curriculum planning to address identified gaps in learning. Subject leaders, many of whom are new to their roles, require training to effectively evaluate the impact of the curriculum. Additionally, efforts should be made to encourage pupils to read more regularly and to support parents in assisting their children with reading at home.
