Cholsey Primary School, located in Wallingford, Oxfordshire, was inspected on July 3 and 4, 2023, and received an overall effectiveness rating of good. The school has maintained this rating since its previous inspection in March 2022. The leadership team is dedicated to fostering individual development among pupils, emphasizing the school’s CARE values: curiosity, aspiration, respect, and enthusiasm. Leaders regularly monitor each pupil's personal growth, focusing on attributes such as relationship-building, self-belief, and sustained focus. This commitment is evident in the calm behavior and good manners displayed by pupils both in class and around the school. They engage positively with one another, demonstrating leadership skills through various roles, including house captains and CARE ambassadors, who help ensure constructive social interactions during lunchtimes.
Pupils at Cholsey Primary School develop a strong sense of empathy and inclusivity, learning to appreciate diverse backgrounds. The curriculum includes essential safeguarding education, equipping older pupils with knowledge about issues like cyber safety and county lines. The school has made significant strides in delivering a high-quality education, with a clear and sequenced curriculum that supports improved outcomes across subjects. Leaders have prioritized reading, successfully implementing a phonics program that teachers deliver with clarity. While most pupils are progressing well, some require additional support to reach their full reading potential, and leaders recognize the need for greater consistency in this support across classes.
In mathematics, the school has seen purposeful improvements, with many pupils effectively learning mathematical concepts and strategies. The wider curriculum is also increasingly effective, with pupils making good progress in subjects like computing, history, and religious education. Teachers actively check pupils' understanding during lessons, particularly in mathematics and English, addressing any gaps in knowledge. However, this level of monitoring is not yet consistent across all subjects, and subject leaders are still developing their understanding of teaching quality and pupil achievement in their areas.
The provision for pupils with special educational needs and disabilities is well managed, with effective processes in place to identify individual needs and ensure access to the curriculum. Most pupils exhibit calm and courteous behavior, although some require additional support. Leaders create tailored behavior plans and regularly review their effectiveness.
The school’s wider development initiatives are commendable, with a well-embedded relationships and sex education curriculum. Pupils receive age-appropriate lessons on personal growth and have opportunities to learn musical instruments, participating in annual concerts. While there are numerous sports clubs, the variety of interschool competitions is somewhat limited. Staff report a supportive working environment, with effective communication among colleagues and strong governance that aligns with the school’s needs.
Safeguarding arrangements are effective, with all staff trained to ensure pupil safety. Recruitment procedures are robust, and pupils feel secure, knowing they can seek help from trusted adults. They demonstrate an understanding of safe online practices, including awareness of scams and mobile phone safety.
To improve further, leaders need to establish comprehensive assessment processes across all subjects to better understand pupil achievement in the wider curriculum. Additionally, enhancing the quality of subject leadership and monitoring will ensure that all pupils achieve their potential. By supporting subject leaders in developing their skills, the school can continue to provide an excellent educational experience for all its pupils.
