Henry Chadwick Primary School, located in Hill Ridware, Rugeley, Staffordshire, was inspected on April 16 and 17, 2024. The overall effectiveness of the school was rated as good across all key areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The headteacher, Victoria Barnes, leads the school, which is part of the Primitas Learning Partnership, overseen by CEO Mark Maydew and a board of trustees chaired by Jason Marsden.
Pupils arrive at the school with enthusiasm, greeted warmly by staff who know them well as individuals. The school fosters a safe environment where pupils feel secure and trust the adults to address their concerns. All pupils, including those with special educational needs and disabilities, are encouraged to develop their learning skills and achieve academically and personally. The school promotes good behaviour, with pupils demonstrating respect, inclusion, and good manners in their interactions and play.
Henry Chadwick offers a variety of extracurricular activities, including sports, drama, arts and crafts, and yoga, allowing pupils to explore their interests and talents. Each pupil learns to play a musical instrument and performs annually, while key stage two pupils participate in challenging residential trips that enhance their resilience and teamwork skills.
The curriculum is ambitious and tailored to meet the needs of mixed-age classes, with clear expectations set for each year group. This structured approach enables pupils to build a deep understanding of subjects over time. For instance, in mathematics, pupils progress from identifying basic fractions in Year 2 to converting fractions to decimals by Year 5. The school prioritizes reading and vocabulary development, utilizing diverse texts across the curriculum and providing effective phonics instruction. Pupils receive timely support if they struggle, ensuring they read with increasing fluency and accuracy.
Teachers possess strong subject knowledge, allowing them to present new information clearly and help pupils recall prior learning. They encourage pupils to challenge themselves, particularly in physical education. The school effectively meets the diverse needs of its pupils, especially those with special educational needs, by quickly identifying their requirements and providing appropriate support.
The school regularly assesses pupils' understanding in core subjects, using this data to identify learning gaps. However, assessment systems in some foundation subjects are still being developed, limiting leaders' insights into pupil progress in these areas. The school ensures that pupils are emotionally prepared for learning, fostering a culture of sharing feelings and supporting one another.
The personal development curriculum is age-appropriate, helping pupils develop character and become responsible citizens through community involvement and understanding equality and diversity. Staff are dedicated and receive strong support and training from leadership, contributing to a united team focused on pupil needs. While governors are committed, they sometimes lack the information necessary to challenge the school effectively regarding educational quality.
Parents express high satisfaction with the school, appreciating its support for their children's academic and emotional well-being. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve, the school should refine assessment systems in foundation subjects to provide clearer insights into pupil learning and ensure governors receive comprehensive information to support their oversight responsibilities. Overall, Henry Chadwick Primary School demonstrates a strong commitment to providing a quality education and fostering a positive learning environment for its pupils.
