Cheam Fields Primary Academy

Inspection of Cheam Fields Primary Academy Stoughton Avenue, Cheam, Sutton, Surrey SM3 8PQ

p.1

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good

p.1

The principal of this school is Helen Shaw. This school is part of the LEO Academy Trust, which means other people in the trust also have responsibility for the running the school. The trust is run by the chief executive officer (CEO), Phillip Hedger, and overseen by a board of trustees, chaired by Dean Clark. 1 and 2 October 2024

p.1

What is it like to attend this school?

Cheam Fields Primary Academy is where the values of ‘learning, excellence and opportunity’ are not just words but a way of life. The school has created a nurturing and purposeful learning environment which enables staff to provide pupils with important skills for life, such as reading, mathematics and digital literacy. The school develops individuals to be curious and enthusiastic learners. Pupils are highly motivated to learn as a result of the exciting curriculum that is in place. This enthusiasm results in pupils achieving exceptionally well academically.

p.2

What is it like to attend this school?

Pupils thoroughly enjoy coming to school and feel very safe. As a result, attendance is high. Pupils behave very well because the school has very high expectations. This begins from the very start, with children in the early years quickly learning the school’s routines and structures.

p.2

What is it like to attend this school?

Pupils experience an impressive wider development offer. For example, pupils have successfully participated in competitions for sustainable development. They represent the school at a local, national and international level. The school has an extensive range of sporting, musical and other range of extra-curricular activities. These are supported by a wide range of trips and residentials. This develops pupils’ strengths and interests so they can become well-rounded individuals.

p.2

What does the school do well and what does it need to do better?

The school has designed a highly ambitious curriculum. It has carefully thought about what pupils need to know and understand for each of the subject areas. This is completed for the different points in a pupil’s learning journey. In mathematics, children in Reception count up to 10 using objects. In Year 3, pupils accurately add three-digit numbers, which is then developed further in Year 4, as pupils add four-digit numbers accurately and confidently.

p.2

What does the school do well and what does it need to do better?

The school has made sure that teachers are proficient in teaching the curriculum across subjects. They combine exceptionally strong subject knowledge with the ability to clearly communicate what pupils need to learn. Teachers extend pupils’ vocabulary. Teachers provide opportunities for pupils to strengthen their use of digital technology. In history, Year 5 pupils were learning about the oracle bones from the Shang Dynasty while using technology to compare and contrast them with other civilisations.

p.2

What does the school do well and what does it need to do better?

Pupils with special educational needs and/or disabilities (SEND) achieve well because their learning is adapted well. For example, the use of electronic devices provides some pupils with SEND with appropriate adjustments. Staff have the required knowledge and expertise to do this with precision.

p.2

What does the school do well and what does it need to do better?

Teachers skilfully check pupils’ learning. This enables them to identify any misconceptions and select the most suitable activities to enable pupils to learn and remember more. This was evident in a physical education lesson, where pupils were learning the front crawl swimming stroke. They made use of their prior learning about leg action techniques and 1 and 2 October 2024

p.2

3

used this with greater precision and accuracy. Children in the early years learn to problem-solve and cooperate well with each other. For example, children in Reception took turns and created different roles to make the different parts of a potion together.

p.3

3

Pupils enjoy reading. The teaching of reading starts in the Nursery, where children learn through rhymes and actions. As pupils progress through Reception and Years 1 and 2, they benefit from a systematic approach to phonics and quickly gain confidence in their reading. The pupils who need help with phonics, receive targeted support and intervention. As a result, they rapidly catch up with their peers. Older pupils talk about their favourite books with enthusiasm. They discuss the plot and the characters involved in the story with accuracy and using ambitious vocabulary.

p.3

3

The school has an impressive personal development programme in place to increase pupils’ development beyond the academic. It ensures that pupils develop their character very well. It does this, for example, through ensuring pupils are secure in their understanding of democracy and how to contribute to the society. Pupils have an exceptional awareness of how to keep themselves safe in different situations, for example, water safety. Pupils have extensive opportunities to contribute to the school. Pupils are proud to be ambassadors of the school. They take on responsibilities, including through advocacy, sports, reading, and as active citizens and digital leaders. As a result, they are respectful, have high levels of independence, and work well in different situations.

p.3

3

The school is forward-thinking and highly reflective. There is a systematic approach to reviewing and improving all aspects of the school’s work. Staff value and appreciate the diverse range of training opportunities, including those provided by the trust. This enables them to get the very best from the pupils. Governors and trustees enable the school to focus on the key priorities. This has resulted in the school performing exceptionally well across all areas. Parents and carers are highly supportive and appreciative of the work of the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

Further information

You can search for published performance information about the school. 1 and 2 October 2024

p.3

4

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 1 and 2 October 2024

p.4

School details

Date of previous inspection 30 January 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The vice principal and special educational needs coordinator joined the school in September 2024.  The school does not use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 1 and 2 October 2024

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors spoke to the members of the leadership team, including the principal and the vice principal. The lead inspector held meetings with the CEO, trustees and governors.  The inspectors carried out deep dives in computing, early reading, history, and mathematics. For each deep dive, the inspector discussed the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning, and looked at samples of pupils’ work. The inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, the lead inspector reviewed the single central record, considered the views of leaders, staff, and pupils, and considered the

p.6

6

extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors took account of responses to Ofsted’s online survey, Ofsted Parent View. The inspectors also considered the responses of pupils and staff to Ofsted’s online surveys.  The inspectors spoke with groups of pupils during lessons and social times.

p.6

Inspection team

Ray Lau, lead inspector Ofsted Inspector

p.6

Inspection team

Teresa Neary Ofsted Inspector 1 and 2 October 2024

p.6

7

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7