Chatsworth Primary School

What Ofsted said

From the inspection on 22 October 2024

This school is community focused. For instance, food for the recent harvest supper was prepared and grown by the pupils on the school grounds. In addition, the school provides a food bank, toddler group, coffee mornings and go-green projects that bring the whole community together. The much-loved school dog, Ozzie, greets pupils in the morning and 'hears readers'. This is another example of how pupils are made to feel welcome in the school. This nurturing approach is recognised and valued by the pupils and their parents and carers. The school has faced some significant challenges with changes of leadership and many staff leaving the school since the last inspection. This has disrupted learning for some pupils and affected staff morale. However, new leadership has evaluated effectively the quality of education that the school provides and identified clear priorities for development. This strategic approach has meant the school has taken great strides in the last year. Staff feel empowered to move the school forward and feel equipped to do so. The school is now a happy one, where pupils enjoy their learning and are safe. Conduct around the school is calm and respectful. Pupils are polite and courteous. There is little disruption in class. Children in the early years develop good social skills. The school has done much work to ensure that pupils learn well and are supported effectively. For example, the curriculum has undergone a thorough review. The school has high expectations for the achievement of all pupils, including pupils with special educational needs and/or disabilities (SEND), who are identified swiftly. Typically, pupils achieve in line with these high expectations.

What the school should improve

• The school does not use formative assessment strategies routinely well to identify and address gaps in pupils' knowledge. As a result, some pupils, including some pupils with SEND, are not well supported to understand the important knowledge they need to be ready for more complex ideas that come later in the curriculum. The school should ensure that teachers routinely check that pupils' learning is secure before moving on to new content.
• Sometimes, teachers do not draw out the transferable skills and concepts that can be applied across the curriculum, including pupils' literacy skills. Pupils' work in the wider curriculum is hampered as they are not routinely encouraged to apply their phonics learning or unpick vocabulary. This hinders their ability to communicate effectively in writing. The school should ensure that teachers encourage pupils to apply their existing knowledge and skills across subjects to draw out the full intended learning.

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