Chandos Primary School

What Ofsted said

From the inspection on 5 June 2024

Since the previous inspection, significant changes in staff, including leaders, have resulted in pupils receiving an education of variable quality. This has hampered pupils' achievement. The new principal has provided much-needed ambition, direction and stability, for example, in early reading and mathematics. However, the wider curriculum does not yet support pupils to build their knowledge well enough across all subjects. Pupils typically enjoy attending Chandos. Staff know them well and sort out any problems that they might have. Families benefit from the extensive care and support programmes in place for pupils. Many say that pupils' well-being is at the heart of the school. This is an inclusive school. Many pupils join or leave the school at different points in their school career. All pupils joining the school are welcomed and supported. Pupils feel safe in school. They talk confidently about how to stay safe online and about ways that they can make healthy choices. There is a range of enrichment opportunities for pupils. As well as a variety of curriculum-linked visits, pupils are encouraged to participate in clubs. They represent the school and take part in local and national competitions. There are leadership roles for pupils. For example, they can apply to be school ambassadors. Pupils value these opportunities.

What the school should improve

• The school has not fully embedded its ambition to ensure that all pupils benefit from a broad and balanced curriculum. As a result, pupils do not consistently receive their full curriculum entitlement. The school should ensure that all pupils follow a suitable broad and ambitious curriculum so that they are well prepared for their next stage of education.
• The new systems for the support of pupils with SEND are not consistently embedded. As a result, the school has not evaluated their effectiveness or ensured there is consistency of practice. The school should ensure that the SEND systems in place are evaluated and consistently applied so that all pupils with SEND achieve well.
• The school's new approach to managing pupils' behaviour is not fully understood by staff and pupils. This means that there are inconsistencies in expectations around behaviour and how pupil behaviour is managed. Leaders need to ensure that the new behaviour policy is consistently understood and implemented.
• Following a period of turbulence, rapid change has resulted in many staff not feeling fully consulted regarding improvements. This means that expectations and changes are not consistently understood or implemented. The school should ensure that communication and engagement are improved so that all stakeholders feel better supported and informed.

Read the full Ofsted report (opens in a new tab)