Great Chesterford Church of England Primary Academy, located in Essex, has been inspected for the first time under the Education Act 2005. The inspection took place on July 12 and 13, 2022, and the overall effectiveness of the school was rated as good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all assessed as good.
Pupils at the school meet the high expectations set by the staff, and there is a strong sense of community reflected in the school motto, together we are great. The emphasis on reading is notable, with teachers providing effective instruction and guidance to both pupils and their parents, fostering a collaborative environment that supports student achievement. Pupils demonstrate calm and purposeful behavior, building strong relationships with staff and adhering to clear routines established by the school. This positive atmosphere contributes to a happy learning environment where bullying is rare, and any incidents are promptly addressed by adults.
The school offers a wide range of extracurricular activities, including orchestra, sports clubs, and musical theatre, which help to build pupils' confidence and provide opportunities for them to represent the school in various competitions and performances. Community and church events further enhance pupils' moral understanding and engagement with the wider world.
Leaders have developed an ambitious and varied curriculum that is well-structured, allowing most pupils to achieve commendable results. Staff possess strong subject knowledge and employ effective teaching strategies that make learning engaging and memorable. Educational trips and guest speakers enrich the curriculum, enabling pupils to connect their learning across different subjects. The school places a strong emphasis on reading, ensuring that pupils are introduced to a variety of texts and authors, which fosters a love for reading. By the end of Year 6, nearly all pupils are able to read well.
In the early years, children are encouraged to try their best, and while the curriculum is thoughtfully designed, there are instances where it does not fully account for the existing knowledge of some children. This can limit opportunities for deeper learning. Pupils with special educational needs and disabilities receive effective support, with teachers carefully selecting learning partners to foster confidence and independence. However, there are occasions when adjustments to the curriculum are not precise enough, leading to challenges in recalling prior learning.
Behavioral expectations are consistently high, and most pupils exhibit excellent behavior. When challenges arise, staff provide appropriate support, including external assistance when necessary. The school has implemented a personal development program that promotes respect and understanding among pupils and staff, with assemblies introducing diverse cultures and perspectives.
Governors effectively fulfill their statutory duties and work collaboratively with school leaders to support staff well-being and workload, contributing to high levels of staff satisfaction. The safeguarding arrangements are robust, with leaders ensuring that any concerns about pupils are promptly addressed. Staff are trained to recognize changes in pupils and report any potential risks.
Overall, while the school demonstrates many strengths, there are areas for improvement. Some pupils, particularly those with special educational needs, struggle to retain essential concepts and vocabulary, which can hinder their participation in discussions and activities. Leaders must ensure that staff receive adequate training to make necessary adjustments that facilitate effective revision and retention of key content. Additionally, there is a need to enhance opportunities for early years children to recall and deepen their prior learning to maximize their potential.
