Cherry Grove Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Cherry Grove Primary School Cherry Grove Road, Chester CH3 5EG

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Inspection dates: 14 and 15 January 2025

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Outcome

Cherry Grove 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?

Pupils at Cherry Grove come to school each morning eager to learn. Pupils and their families receive a warm welcome from staff who know them well. The school is at the very heart of its community. Pupils are very well cared for. Pupils behave exceptionally well. They are polite and courteous to one another and staff. From the moment they begin in the Nursery class, children are encouraged to uphold the highest standards of behaviour. They quickly learn the routines of the school. Pupils of all ages understand and follow the school’s rules of being ready, respectful and safe.

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What is it like to attend this school?

The school has high expectations of pupils’ achievement. Pupils achieve well. They leave this school ready for the next stage of their education.

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What is it like to attend this school?

Pupils are encouraged to be involved in a variety of wider experiences. Music and drama play an important part of life at Cherry Grove. Pupils develop an appreciation of the arts through visits to the theatre, performing on stage and learning to play a musical instrument. Pupils have many opportunities to take up leadership roles. Pupils, such as those who are UNICEF ambassadors and play leaders, wear their badges with pride. They are proud to help to make their school a better place for everyone.

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

Since the previous inspection, there have been significant changes in senior leadership. Despite these, leaders have been effective in sustaining the performance of the school. The subject curriculums have been overhauled. There has been careful thought about what should be taught and by when. The school has identified the most important knowledge that pupils should learn. Regular checks ensure that staff know how well pupils make progress through the curriculum. In most subjects, the activities that pupils 14 and 15 January 2025

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complete in class help them to learn well. However, in a small number of subjects this is not as effective. Some activities do not enable pupils to commit some important knowledge to their long-term memory.

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The school prioritises early reading. Children in the Nursery class, enjoy familiar stories and rhymes. In the Reception class, the school’s phonics programme starts swiftly. Children learn the sounds and letters that they need to know to start to read. This continues in key stage 1 where pupils become more fluent readers. Experienced and well- trained staff ensure that pupils, including children in the early years, progress well through the phonics programme. The school quickly identifies and supports those pupils who need additional help to keep up.

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Pupils with special educational needs and/or disabilities (SEND) are well supported. Their additional needs are identified by the school. In class, staff have the expertise needed to adjust activities. This ensures that pupils with SEND work alongside their peers and learn the full curriculum.

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The school’s personal development offer has been exceptionally well thought out. Pupils are encouraged to develop their skills and talents. They benefit from a wide variety of clubs, such as chess, football, outdoor learning and well-being. The range of trips and visitors to school has been thoughtfully designed to enhance the curriculum. For example, workshops about the Second World War and a visit from the inflatable planetarium help to deepen pupils’ knowledge of history and science. The school has established connections with the local community. For example, by collecting for the local foodbank. There are regular opportunities for outdoor learning. The annual ‘grounds day’ encourages pupils and their families to help to take care of the school environment.

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The school promotes pupils’ character and personal development. For example, pupils spend time with older people at a local residential home. This helps them to develop care and concern for others. Summer picnics and afternoon teas are important fixtures on the school’s calendar. Pupils serve parents and grandparents. They make new friends and get to know their new teachers. Each year, pupils get the opportunity to run the school. They apply for jobs such as cook and headteacher. This memorable experience helps to develop pupils’ independence.

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Attendance is high. There are a small number of pupils who do not attend school as well as they should. The school does all that it can to meet the needs of families and help these pupils to improve their attendance.

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In lessons, pupils try their best and have very positive attitudes to learning. Clear systems are in place, which enable staff to offer bespoke support to the small number of pupils who struggle to manage their behaviour.

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Governors hold the school to account. They are well informed as a result of their regular visits and ongoing training. They use this information to support the school’s leaders to implement necessary changes while also taking into account the workload and well- being of staff. As a result, staff feel valued. 14 and 15 January 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, teachers do not ensure that they provide pupils with work which enables them to embed their learning. As a result, in these subjects, some pupils struggle to recall and build on their prior learning. The school should ensure that teachers routinely provide pupils with work which enables them to consolidate their learning, so that they are in the best position to know and remember more.

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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 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 second ungraded inspection since we judged the school to be good for overall effectiveness in September 2015.

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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. 14 and 15 January 2025

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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). 14 and 15 January 2025

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School details

Local authority Cheshire West and Chester

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School details

Appropriate authority The governing body

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School details

Headteacher Thomas Spencer (acting headteacher)

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School details

Date of previous inspection 10 December 2019 under section 8 of the Education Act 2005

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Information about this school

 The school offers a breakfast and after-school provision.  The school does not make use of any alternative provision.

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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 the evaluation of the school.  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. 14 and 15 January 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed pupils from Year 1 to Year 3 read to a familiar adult.  The inspector met with the headteacher, the deputy headteacher and other leaders. She also met with members of the governing body, including the chair of the governing body.  The inspector met with a representative of the local authority.  The inspector observed pupils’ behaviour during lessons and breaktimes. She also spoke with pupils about their views of school life.  The inspector considered the views of parents. She reviewed the responses to Ofsted Parent View, including the free-text comments.  The inspector considered the views of staff and pupils who responded to Ofsted’s online surveys.

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Inspection team

Frith Murphy, lead inspector His Majesty’s Inspector 14 and 15 January 2025

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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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