Chaloner Primary School, located in Guisborough, North Yorkshire, has recently undergone an inspection that highlighted several strengths and areas for improvement. The school is characterized by a caring environment where positive interactions between pupils and staff are evident. Pupils express enjoyment in their learning experiences, noting that teachers make lessons engaging. The school is committed to addressing the academic and emotional needs of its students, fostering a culture of high expectations. Most pupils leave the school well-prepared for the next stage of their education, although some children still require additional support to meet these expectations.
Behaviour within the school is commendable, with pupils demonstrating respect for one another and engaging positively during free time. The implementation of the OPAL programme has provided diverse play opportunities, enhancing social interactions among pupils. The school also offers a variety of extracurricular activities, allowing students to take on leadership roles and participate actively in the school community. This involvement contributes to a sense of pride and belonging among pupils.
The curriculum has seen improvements since the last inspection, with the school identifying key knowledge and the sequence in which it should be taught in various subjects. In mathematics, for instance, new strategies have been introduced to enhance pupils' recall skills. The daily 'Inside Out and Upside Down' programme has been beneficial in improving mathematical speed and accuracy. The school effectively adapts its teaching methods to support pupils with special educational needs and disabilities, ensuring they can access the full curriculum.
However, the school recognizes the need for further development in identifying essential knowledge across all curriculum areas. In some subjects, the clarity of knowledge expectations is not as strong as in others. While pupils generally have a positive attitude towards reading, the consistency of phonics instruction varies, leading to gaps in some pupils' reading skills. The early years provision requires improvement, as the curriculum is not tailored sufficiently to meet the diverse needs of children. Activities and resources sometimes do not align with children's developmental stages, resulting in many not being adequately prepared for the next educational phase.
Attendance is a priority for the school, and efforts to improve individual pupil attendance have been effective, leading to increased regular attendance rates. The school has established a comprehensive personal development programme, including a well-structured personal, social, health, and economic education curriculum. Pupils are informed about safety, including online safety, and participate in activities that support their emotional well-being.
The school's core values promote collaboration and respect among pupils, although there is a need for a broader understanding of life in modern Britain, including diverse family structures and religions. The governing body is committed to supporting the school, and staff feel well-supported in managing their workloads. Most parents express positive views about the school's communication and overall effectiveness.
In terms of safeguarding, the arrangements in place are effective, ensuring a safe environment for all pupils. The school is currently in the process of joining a multi-academy trust, which may further enhance its educational offerings. Overall, while Chaloner Primary School demonstrates many strengths, particularly in its supportive environment and curriculum improvements, there are clear areas for development, especially in early years provision and the consistency of phonics instruction. Addressing these areas will be crucial for ensuring all pupils are fully prepared for their future educational journeys.
