Chetwynde School is a family-orientated and welcoming community. Pupils enjoy being at the school and are very well cared for by staff. Relationships between staff and pupils are strong. Teachers know pupils well and have high expectations of them. Pupils are polite and respectful to each other and their teachers. In lessons, pupils listen to staff and work hard. They play sensibly and socialise well together at break- and lunchtimes. Pupils feel safe. Those spoken to say that bullying only rarely happens. They told inspectors that staff deal with it quickly if it does occur. Pupils take part in a wealth of clubs and activities, such as sports, residential visits and the Duke of Edinburgh’s Award scheme. These help to develop pupils’ confidence and well-being. There have been many improvements since the previous inspection. For example, pupils in the primary school do well in English and mathematics. However, some subjects other than reading, writing and mathematics are less well developed in the primary school. Pupils do not have the opportunity to study music in key stage 3. Parents and carers are very supportive of the school. A typical comment from a parent was, ‘My child has flourished in this school.’ What does the school do well and what does it need to do better? Leaders and governors want pupils to do the best they can. Pupils achieve well in a wide range of subjects in both the primary and secondary school. Leaders have made sure that lessons are taught in a logical order in most subjects. However, in the primary school, some subjects other than English and mathematics are not planned carefully enough. This does not help pupils to build on their previous knowledge. Most subject leaders in the primary school are recently appointed. Senior leaders have plans in place to develop their expertise. In the secondary school, pupils are learning more in mathematics. However, they do not have sufficient opportunities to develop their problem-solving skills. The curriculum in key stage 3 is not as broad as the national curriculum intends. This is because pupils do not currently get the chance to study music. Leaders have high expectations for pupils who are disadvantaged and pupils with special educational needs and/or disabilities (SEND). Leaders ensure that the curriculum for pupils with SEND is adapted appropriately. Most pupils with SEND are supported effectively. Pupils show positive attitudes to learning in class. They work well with each other. Leaders and staff across the school work closely with families to make sure that most pupils attend school regularly. However, disadvantaged pupils attend school less often than others. Inspection report: Chetwynde School 5–6 November 2019 2 Reading is promoted well throughout the school. In Reception Year, staff model spoken English well. They also provide interesting activities which help children to learn letters and sounds. For example, children explored and developed some key vocabulary about bonfire night. This included words such as ‘fireworks’, ‘Guy Fawkes’, ‘whizz’ and ‘pop’. Staff make sure that reading books help pupils to practise the sounds that they have learned. Pupils say that they enjoy reading. They talk about the different authors and genres they like. Most pupils learn to read confidently and fluently. The early years provides children with a flying start. The curriculum is planned well to meet the needs and interests of children. Both the indoor and outdoor areas provide stimulating and imaginative places for children to develop their understanding of the world. Children have clear routines and settle in quickly when they start school. Adults develop children’s writing and number skills well. Children leave Reception Year well prepared for learning in key stage 1. The curriculum is enriched with a wide range of additional activities and opportunities, including chess, rugby and netball. Pupils enjoy taking part in science and swimming competitions. They learn about different cultures and religions through visits to places of worship and celebrate religious festivals other than their own, such as Diwali. This helps them to develop respect and tolerance for others. Pupils in the secondary school receive useful careers advice and guidance. In 2019, all Year 11 pupils secured places in education, employment or training by the time they leave school. The acting headteacher has won the trust of staff, parents and pupils since his appointment in September 2019. Staff say that leaders consider their workload and well-being. Staff across the primary and secondary phases speak highly of the training opportunities that they receive. They work effectively together to ensure that the curriculum builds on pupils’ knowledge and skills from key stage 2 to key stage 3.