Cheviot Primary School

What Ofsted said

From the inspection on 23 June 2026

Pupils receive a warm welcome into school every morning by staff who care for them deeply. They share their overnight news and any worries they may have straight away. Then, pupils quickly settle to complete 'morning board' learning. Pupils respond well to the school's routines and staff's high expectations of them. Pupils are keen to please their teachers and make progress, which they do. Some pupils, though, do not attend school often enough. They miss out on some of the rich educational experiences on offer. Pupils, from the early years through to Year 6, progress well through the curriculum. Their individual needs are identified quickly and met very well at this proudly inclusive school. Pupils with special educational needs and/or disabilities, including those who attend the additionally resourced provision, thrive at Cheviot Primary School. Pupils develop their speaking, listening and communication skills especially well. By the time they leave the school at the end of Year 6, pupils are well prepared for their next stage in education. Pupils, including disadvantaged pupils, experience a host of exciting educational events. They meet authors at local theatres, work with engineers at local car manufacturers and learn about robotics with local secondary schools. Pupils develop sporting skills through regular cricket, basketball and netball competitions. Older pupils thrive during their outdoor and adventurous activities residential experience. Pupils extend their horizons and ambitions extremely well through these learning opportunities. Pupils behave very well in lessons and during breaktimes. Older pupils, including the playground buddies, are excellent role models for their younger friends. Rare incidents of bullying are dealt with quickly. Pupils flourish in the school's calm, safe and well-structured environment for learning. Parents and carers are overwhelmingly supportive of the school. They appreciate the care, support and education their children receive.

What the school should improve

• Leaders should embed their attendance strategy and enhance their working relationship with parents and carers even further, to reduce the number of pupils who are persistently absent from school.
• Leaders should ensure that staff, including in the early years, provide regular support for pupils to develop secure transcription skills, especially in handwriting and punctuation.

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