Chellaston Junior School, located in Derbyshire, has been recognized as a good school following its inspection on May 17 and 18, 2023. The school has fostered a positive environment where pupils express pride in their attendance and feel safe. Recent enhancements in behavioral expectations have been implemented, with the introduction of the rules ‘kind, ready, safe.’ This has led to a culture where pupils are generally polite and considerate, although a small number occasionally struggle to meet these expectations. Well-trained staff provide support to help these pupils make better choices.
During break times, pupils engage in play and enjoy a variety of activities. Instances of bullying are addressed promptly by adults, and recent changes to the behavior policy have contributed to a significant reduction in such incidents. The school offers enriching experiences through trips, activities, and clubs, including visits to museums and places of worship, as well as engaging in activities like archery and Bhangra dancing. Physical activities such as ‘Drumba’ and swimming are particularly popular among the students.
Pupils are eager to take on responsibilities, with the school council recently involved in selecting new PE kits and equipment. The leadership team has been actively redesigning the curriculum to ensure it meets the needs of all pupils, making it ambitious and engaging. The curriculum is broad and coherently sequenced, building on pupils’ prior knowledge and fostering a thirst for learning. For instance, Year 5 pupils connected their studies of the Roman Empire with early Islamic civilization practices.
Reading is a focal point of the curriculum, with carefully selected texts aimed at reigniting pupils' love for reading and enhancing their writing skills. Most pupils recognize the importance of reading for broadening their knowledge. However, some pupils enter the school with reading difficulties and do not receive adequate support as they progress through the years. While extra phonics support has been introduced for younger pupils, older students who struggle with reading do not receive the necessary assistance, which affects their enjoyment and engagement with reading.
Recent changes in teaching methods have improved pupils’ enthusiasm for learning, with teachers employing varied techniques to enhance understanding. Pupils have reported a shift from excessive note-taking to more engaging lesson activities. Teachers frequently assess learning and help pupils articulate and retain key knowledge. The leadership is exploring effective use of assessments to further enhance learning outcomes.
The school is proactive in identifying pupils with special educational needs and disabilities (SEND), and while some adaptations are made in curriculum delivery, there are instances where support is insufficient. This can hinder the progress of these pupils, as they may not receive enough practice before advancing in their learning.
Chellaston Junior School promotes important life values, fostering an understanding of different religions and encouraging respect for diverse views. The leadership team, including governors and trustees, is mindful of staff well-being when implementing changes, ensuring that the pace of change is manageable. Staff appreciate that their well-being and the needs of pupils are prioritized in decision-making.
The safeguarding arrangements at the school are effective, with thorough checks for new staff and regular training to identify at-risk children. Leaders work closely with external agencies to provide support for families. The curriculum also educates pupils about potential dangers, ensuring they know how to stay safe in various situations. Overall, while the school has many strengths, there are areas for improvement, particularly in supporting older pupils with reading difficulties and ensuring that all pupils with SEND receive the necessary support to thrive academically.
