Henry Chichele Primary School, located in Higham Ferrers, Northamptonshire, underwent an inspection on April 19 and 20, 2023. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all assessed as requiring improvement.
Pupils at Henry Chichele are described as cheerful and polite, enjoying their time at school and finding it easy to make friends. They feel safe and are aware of the support available for any concerns they may have. While the leadership team is ambitious for the pupils, the quality of education is not meeting expectations. The curriculum lacks sufficient planning and delivery, resulting in pupils not making the progress they are capable of achieving.
Recent changes in behavior management have been implemented by the leaders, but low-level disruptions in some lessons hinder concentration. Pupils understand what bullying is and report that it is infrequent, recognizing it as unacceptable. Feedback from parents and carers is mixed, with many expressing satisfaction with the school, while others raise concerns about behavior in certain classes and the support for pupils with special educational needs and disabilities.
The school has experienced several staffing changes, and the acting senior management team has provided steady leadership during this period. However, leaders acknowledge the need for improvement in various aspects of the school. In several subjects, the sequence of learning is not clearly defined, leading to gaps in pupils' knowledge and understanding. The early years curriculum also requires better planning to ensure that children know what they are expected to learn.
Teachers generally explain concepts clearly and demonstrate tasks effectively, but they often fail to revisit previously covered knowledge, which affects pupils' retention and understanding. Additionally, adaptations to lessons for pupils with special educational needs are not consistently effective, resulting in some pupils not making adequate progress.
Pupils enjoy reading and have access to a well-stocked library. The school has made efforts to improve phonics instruction, ensuring that staff are equipped to teach reading effectively. However, there is a lack of clarity regarding the development of reading comprehension skills in key stage two.
While leaders have improved the recording and analysis of serious behavior incidents, some classes still experience interruptions due to calling out and silliness. The response to low-level disruptions is inconsistent, particularly in upper year groups. Attendance is monitored closely, and leaders are focused on reducing persistent absence among disadvantaged pupils.
The personal development curriculum is ambitious but does not fully prepare pupils for life in modern Britain, particularly in terms of understanding diverse lifestyles and beliefs. Staff recognize the efforts of the acting headteacher and deputy headteacher, but some leaders lack a clear understanding of their subjects' effectiveness.
Governors are aware of the need to broaden their checks on the quality of education across the curriculum. The safeguarding arrangements at the school are effective, with a high profile given to safeguarding practices and regular training for staff. Overall, the school must address several areas for improvement to enhance the educational experience and outcomes for its pupils.
