Cheadle Primary School, located in Stoke-on-Trent, Staffordshire, underwent an inspection on June 28 and 29, 2022, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. Pupils express a strong affection for their school, describing it as a kind and supportive environment. Classrooms are vibrant and foster confidence and resilience among students. The pupils are eager learners who feel capable of achieving their best, knowing they will receive necessary support even if they encounter challenges.
The school emphasizes its core values of respect, which pupils actively practice daily. They demonstrate politeness and kindness towards one another and report that bullying is not an issue at Cheadle Primary. The school encourages pupils to contribute positively to school life through various roles, such as school council members and playground monitors. Year six students are particularly excited about their upcoming residential trip, and many children enthusiastically discuss the clubs they participate in.
Leaders at Cheadle Primary have established a well-planned and ambitious curriculum that benefits all pupils, including those in early years. Reading is a fundamental aspect of the curriculum, with children beginning to learn phonics in nursery. The school adopts a proactive approach to reading, ensuring that pupils with special educational needs and those with learning gaps receive appropriate support. Consequently, nearly all pupils become fluent readers over time and develop a love for reading, often utilizing the well-stocked school library.
While the curriculum is carefully sequenced across subjects, some subject leaders require additional time to enhance their understanding of curriculum improvement. In certain subjects, there is a need to clarify the learning progression before Year one and after Year six. Teachers effectively assess pupils' understanding during lessons, allowing for quick identification of misconceptions. Teaching assistants are well-trained and know when to encourage or intervene. However, subject leaders do not consistently use assessment information to further improve the curriculum.
Behaviour expectations are high, and pupils generally meet these standards, displaying good behaviour in lessons and during breaks. They engage positively with one another and respond promptly to adult instructions. The mutual respect between staff and pupils is evident, and pupils appreciate the care shown by their teachers.
Cheadle Primary School places a strong emphasis on developing responsible and respectful individuals who understand their rights and responsibilities. Pupils learn about fundamental British values and can articulate concepts of fairness, tolerance, and respect. They are encouraged to aspire to achieve great things, with initiatives such as career introduction events for older pupils and visits from local professionals to discuss healthy eating.
The school’s safeguarding arrangements are effective, with staff well-trained to identify risks and provide early help to those in need. Leaders maintain strong relationships with parents, fostering an environment where concerns can be openly discussed. Pupils are educated on safety, including online safety, and leaders ensure that all staff undergo appropriate checks.
To further improve, some subject leaders need to better utilize assessment information to identify areas for enhancement in their subjects. Additionally, not all subject leaders possess the necessary skills and knowledge to fully execute their roles, indicating a need for further support and development. Overall, Cheadle Primary School demonstrates a commitment to providing a high-quality education and fostering a positive school community.
