Cestria Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Cestria Primary School Church Chare, Chester le Street, County Durham DH3 3PZ

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Inspection dates: 17 and 18 December 2024

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Outcome

Cestria Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Cestria Primary School sees its pupils as ‘stars’, and staff provide pupils with a range of opportunities to learn, develop and realise their potential. It is an inclusive school that has high expectations for pupils. Warm, positive relationships between staff and pupils are at the heart of the school. As a result, pupils are happy and safe.

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What is it like to attend this school?

Pupils achieve well. The curriculum that pupils follow is stimulating, creative and promotes deep thinking and discussion. Pupils take great pride in the work that they produce, and they talk confidently about what they have learned.

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What is it like to attend this school?

The school is calm and well ordered. Pupils are kind and respectful. They demonstrate excellent attitudes to learning. Pupils understand the importance of making the right choices and they consistently try their very best.

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What is it like to attend this school?

Pupils develop their leadership skills and sense of responsibility in their roles as ‘eco- warriors’, ‘mini-medics’ and ‘mini-police’. Teachers support and encourage pupils in lessons. The school has an effective range of opportunities to help pupils develop resilience and confidence.

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What is it like to attend this school?

Parents and carers express their gratitude for the strong pastoral care at the school and for the staff who, they say, go ‘above and beyond’ to support their children.

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

Pupils access an ambitious curriculum. The important knowledge that pupils need is clearly mapped out by the school, and pupils learn the curriculum well. Pupils, including 17 and 18 December 2024

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disadvantaged pupils, achieve very highly in national tests at the end of key stage 2 and are well prepared for the academic demands of secondary school.

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Teachers explain concepts clearly and have secure subject knowledge. The activities that pupils complete help them to embed their knowledge and use the skills they have learned over time. In the early years, leaders have skilfully integrated activities in writing and mathematics throughout the setting so that children regularly practise and embed their learning.

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There are occasional inconsistencies in how teachers check pupils have learned and understood the curriculum. This means that, sometimes, staff do not identify that pupils have misunderstood concepts, or that they have gaps in their knowledge.

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The school’s provision for pupils with special educational needs and/or disabilities (SEND) is effective. The school identifies and meets pupils’ needs well. Teachers use the detailed information they receive to ensure that pupils with SEND access and learn the curriculum securely. As a result, pupils with SEND achieve very well.

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The school has prioritised reading. Pupils read accurately and fluently. Children begin learning to read as soon as they start in Reception. Staff teach phonics very effectively. The school helps pupils to catch up if they need extra help with their reading. Pupils enjoy interactive reading assemblies, where they discuss important themes from a range of stories.

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Pupils behave impeccably. They listen carefully to their teachers and work very hard. The school provides pupils with opportunities to work together, which develops their ability to listen, help their peers and compromise. Children in the early years follow school routines very well and sustain high levels of concentration. At playtime, pupils socialise well.

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Leaders are relentless in their work to ensure that pupils attend school regularly. They work effectively with other professionals to support pupils when it is needed. Rates of attendance, including for more vulnerable pupils, are high.

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The school has developed its personal development programme to support pupils in becoming ‘Cestria Citizens’. This begins in the early years, when adults teach children about the importance of sharing and caring for themselves and others. Older pupils become ‘culture champions’ when they learn about different cultures and ways of life. This helps them to understand the importance of everyone being equal. Pupils develop a deep understanding of the natural world, and their responsibility to look after it.

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The school is nurturing, and it helps pupils to develop their gifts and talents. Staff regularly celebrate pupils’ achievements. The school offers pupils a range of clubs to participate in, such as performing arts, sports and crafts. Pupils value the opportunities to step out of their comfort zone and try new things, such as leading assemblies and taking part in adventure-based residential visits. Children in the early years have access to a range of outdoor facilities that support their physical development and coordination. 17 and 18 December 2024

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Leaders have successfully sustained high standards over time. Staff feel very well supported with their workload and well-being. Morale is high. Although several governors are new to their position, they are highly skilled and committed to the school’s development.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There are occasional inconsistencies in the ways that teachers check what pupils have learned and remembered. This means that, at times, they do not identify pupils’ misconceptions or the gaps in their knowledge. The school should ensure that teachers check pupils’ knowledge and understanding systematically to ensure gaps in knowledge are consistently identified and filled.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in December 2019. 17 and 18 December 2024

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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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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Further information

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). 17 and 18 December 2024

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School details

Chair of governing body Carol Walklate (Interim)

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School details

Dates of previous inspection 10 and 11 December 2019, under section 5 of the Education Act 2005

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Information about this school

 The school does not currently use any alternative provision.  The school runs its own breakfast club.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with the headteacher and other senior leaders. The inspector met with the members of the governing body.  The inspector focused inspection activity on the following subjects: English, mathematics, computing, history and physical education. The inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work. 17 and 18 December 2024

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 The inspector observed pupils reading to a familiar adult.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Throughout the inspection, the inspector met with groups of staff. He also considered the opinions expressed through Ofsted’s online staff survey.  The inspector took account of responses to the Ofsted Parent View survey and the free-text responses.

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Inspection team

Dan McKeating, lead inspector His Majesty’s Inspector 17 and 18 December 2024

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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.

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