Chalford Hill Primary School, located in Stroud, Gloucestershire, underwent an inspection on July 12 and 13, 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 receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
Pupils expressed enthusiasm about their school experience, highlighting their happiness and confidence, which reflects the school's values. They appreciate the care and support provided by staff. While pupils enjoy learning, there are inconsistencies in their learning outcomes in subjects beyond English and mathematics. The new leadership team has initiated improvements and acknowledges the need for further development.
Respect is a core value at the school, and pupils understand its significance. They interact well with one another and exhibit good behavior, starting from the early years where children quickly adapt to school routines. Outdoor learning and engagement with the local community are valued, and pupils actively participate in school life, including roles in the school council. They engage in various clubs and activities that nurture their talents and interests.
The leadership team has a clear vision for all pupils, but this ambition is not yet fully realized. They have identified areas for development, beginning with reading and mathematics. The curriculums in these subjects are logically structured, ensuring that pupils acquire necessary knowledge. Training in core subjects has been prioritized to equip staff with the skills needed for effective teaching. When pupils fall behind, teachers promptly assist them in catching up.
The phonics curriculum provides a solid foundation for reading, enabling children in Reception Year to start confidently. Pupils read books that align with their learning, fostering a love for reading. As they progress, they read fluently and accurately. The mathematics curriculum is well-designed, starting in early years and allowing children to apply their knowledge confidently in various contexts.
However, other curriculum areas are less developed, with leaders yet to identify essential knowledge for pupils to learn. This lack of coherence hampers the building of knowledge over time. Subject leaders do not effectively monitor the curriculum's impact on pupils' learning, and assessment is not utilized to identify knowledge gaps or inform future learning steps.
Leaders are committed to supporting pupils with special educational needs and/or disabilities, ensuring staff receive necessary training. They collaborate with parents and carers to create effective support plans. Pupils with SEND receive appropriate resources and assistance, particularly in core subjects.
Pupils demonstrate positive attitudes towards learning, with younger children showing good listening skills and cooperation. When focus wanes, adults address it swiftly. The school offers a broad range of opportunities for learning beyond academics, teaching pupils about diversity and the importance of considering differing opinions. They are well-prepared for life in modern Britain.
Governors share the leadership vision but need to enhance their accountability measures. There has been insufficient focus on evaluating the curriculum's impact. Staff appreciate the support from leaders regarding their well-being and workload. Parents and carers generally express positive views about the school, with many recommending it to others.
The safeguarding arrangements are effective, with regular training for staff to recognize and report concerns. Leaders collaborate with external agencies to support vulnerable pupils and their families. Pupils learn about safety, including online safety, and know they can approach trusted adults in school. However, some gaps in safeguarding information were noted during the inspection, indicating a need for better maintenance and checks.
To improve, the school must clearly identify the knowledge leaders want pupils to learn across all foundation subjects, ensuring coherence in the curriculum. Subject leadership requires development, with a need for effective assessment to monitor the curriculum's impact on learning. Leaders must also enhance oversight of the school's effectiveness, ensuring that important information is thorough and coherent.
