Chesterton Primary School, located in Cambridge, continues to be recognized as a good school following its inspection in January 2020. The school fosters an environment where pupils enjoy their learning experience, with most students attending regularly and demonstrating a strong eagerness to learn. Teachers maintain high expectations across a variety of subjects, leading to positive outcomes in English, mathematics, music, and religious education. The lessons are engaging, reflecting the teachers' confidence and expertise in their respective subjects. Additionally, the school offers a diverse range of extracurricular activities, including sports clubs, which are well-received by the pupils.
The behavior of pupils has shown significant improvement, with both students and staff noting that it is better than in previous years. Staff consistently expect good behavior from all pupils, including those new to Reception, who adapt quickly to the established routines. The majority of pupils work diligently and respond positively to teachers' instructions. Respect among pupils, teachers, and visitors is evident, and students take pride in their appearance and schoolwork. The school promotes inclusivity, with pupils from various backgrounds interacting well during breaks. Instances of bullying are rare, and pupils are aware of how to seek help if needed. While there are a few pupils whose behavior raises concerns, staff manage these situations effectively with support from school leaders.
The school excels in planning and delivering a well-structured curriculum across various subjects, catering for pupils with special educational needs and those who speak English as an additional language. The introduction of whole-class teaching has been particularly beneficial for pupils who previously struggled. Since the curriculum was reorganized in September 2019, both teachers and pupils have a clearer understanding of their progress in each subject. The phonics curriculum is robust, providing a strong foundation for reading. For instance, the Reception class engages in phonics activities that are both fun and educational, enhancing their learning experience.
Pupils express a genuine enjoyment of reading, often discussing their favorite books and authors. Reading sessions are purposeful and connected to the wider curriculum, ensuring that the teaching of reading is coherent and logical. Mathematics instruction follows a similar structured approach, allowing pupils to acquire skills quickly and articulate their understanding effectively. However, there remains some inconsistency in how teachers build on prior learning, particularly in English and mathematics.
Other subjects, such as music and religious education, have also seen improvements in organization and delivery. Pupils in Year 2, for example, are beginning to use musical terminology, although they sometimes find the new language confusing. The leadership in religious education has been particularly effective, with innovative approaches like faith days enhancing pupils' understanding of various religions and promoting tolerance and respect.
Overall, behavior in lessons and around the school is positive, with pupils being polite and welcoming. While a small number of pupils occasionally disrupt learning, staff manage these instances well. Attendance has improved due to a focus on building relationships with families. The school's safeguarding measures are effective, with secure recruitment processes and well-trained staff ensuring pupil safety.
To further improve, the school should address the inconsistencies in teachers' understanding of pupils' prior knowledge, particularly in English and mathematics. Leaders are encouraged to continue monitoring the effectiveness of their strategies to enhance attendance and reduce exclusions. The school has made commendable progress, and with ongoing support and development, it is well-positioned to continue its trajectory of improvement.
