Chandos Primary School, located in Highgate, Birmingham, underwent an inspection on June 5 and 6, 2024, which resulted in an overall effectiveness rating of Requires Improvement. The school, led by Principal Debbie Norbury and part of The Elliot Foundation Academies Trust, has faced significant changes in staff since the previous inspection, impacting the quality of education provided to pupils. While the new principal has introduced necessary ambition and stability, particularly in early reading and mathematics, the wider curriculum remains insufficient in supporting pupils' knowledge across all subjects.
Pupils generally enjoy attending Chandos, benefiting from staff who are attentive to their needs and concerns. The school prioritizes well-being, offering extensive care and support programs for families. It is recognized as an inclusive environment, welcoming pupils who join or leave at various stages. Students feel safe and are knowledgeable about online safety and healthy choices. The school provides a range of enrichment opportunities, including clubs and leadership roles, which pupils value and engage with actively.
Despite recent efforts to revise the curriculum, some subjects, such as modern foreign languages, are not yet taught, limiting pupils' educational experiences. The school has focused on improving reading to help pupils access the broader curriculum, with early interventions in place for those struggling. However, the identification and support for pupils with special educational needs and disabilities (SEND) have not been consistently effective, impacting their achievement.
Attendance expectations have been raised, and the school has made significant improvements in this area through various strategies, including enhanced support for parents. However, there are mixed views regarding behavior management among staff, parents, and pupils. Recent changes in behavior policies have led to confusion, and there is a need for clearer communication and understanding of these policies to ensure consistent implementation.
In the early years, children benefit from a well-structured curriculum that is effectively delivered. Staff utilize their knowledge of child development to create engaging learning activities, fostering curiosity and independence among pupils. The school also emphasizes character development through a variety of experiences, although the integration of fundamental British values into the curriculum is still a work in progress.
The school has experienced a turbulent period of leadership, which has affected staff morale and the overall drive for improvement. Leaders possess a clear understanding of the school's strengths and weaknesses, but the recent changes have not been fully communicated to all staff, leading to inconsistencies in expectations and practices.
To improve, the school must ensure that all pupils receive a broad and balanced curriculum, fully embedding its ambition to provide a comprehensive educational experience. The systems for supporting pupils with SEND need to be consistently applied and evaluated for effectiveness. Additionally, the new behavior management approach requires better understanding and implementation among staff and pupils to create a more cohesive environment. Enhanced communication and engagement with all stakeholders are essential to foster a supportive atmosphere where everyone feels informed and involved in the school's development. The school is on a path to improvement, but it must address these areas to ensure that all pupils achieve their full potential.
