Chillingham Road Primary School

Inspection of Chillingham Road Primary School Ninth Avenue, Heaton, Newcastle-upon-Tyne, Tyne and Wear NE6 5XX

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 8 and 9 April 2025

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What is it like to attend this school?

Pupils flourish as individuals at Chillingham Road Primary school. The aspirational and welcoming atmosphere is palpable. Pupils are proud to attend this school. They describe a fun and nurturing school experience.

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What is it like to attend this school?

The curriculum is well designed to meet pupils’ needs. As a result, they are well prepared for the next stage in their education. The school demonstrates a strong commitment to inclusion. Pupils with special educational needs and/or disabilities (SEND) are supported to achieve well.

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What is it like to attend this school?

Pupils’ individual strengths and talents are celebrated. Pupils are excited by the opportunities they have here. Educational visits and residentials are carefully curated to deepen pupils’ experiences and understanding of the world and their local community. For example, a dedicated museum in the school celebrates the history of the school and the local area. Pupils are proud to share their knowledge of local history.

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What is it like to attend this school?

The school celebrates pupils’ good manners and kindness. Pupils value the praise and recognition from staff. For example, as rewards, pupils are chosen to be seated on the ‘top table’ with a friend, work together to gain class points and achieve ‘marbles’. This positive school culture helps pupils to behave well.

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What is it like to attend this school?

The school has a rigorous approach to developing pupils’ knowledge of how to keep themselves safe. Pupils are happy and have a sense of security in school.

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

Pupils achieve well. The school has a meticulous approach to checking pupils’ understanding in mathematics and English. Pupils with English as an additional language are well supported in lessons. The school ensures that pupils have access to the support they need to be successful in lessons.

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

The curriculum is aspirational for all pupils. The school has carefully considered the skills that pupils need to be successful in their next stage of learning. In most subjects, lessons give pupils opportunities to revisit and recall previous learning. Pupils are familiar with this expectation. In most subjects, this helps them to remember important skills and knowledge in the long term. However, in some subjects, this is less well embedded. In these subjects, staff are less adept at identifying gaps in pupils’ knowledge. Occasionally, pupils can struggle to demonstrate their understanding.

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

The school engages with external specialists to identify pupils’ needs and provide the timely support they need. Most pupils with SEND work towards the same end points as their peers. They benefit from precise strategies and support in lessons. This helps them to be successful in their learning.

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

Reading is a high priority throughout school. The impact of this has been seen in the school’s most recent published outcomes, where many pupils achieved well. The school 8 and 9 April 2025

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has carefully chosen storybooks for children to get to know well from the 2-year-old provision to Reception. Pupils are well prepared to begin learning to read in Reception. Pupils learn to read quickly and fluently. The school quickly spots when pupils need additional support with reading and provides this through extra practise. However, sometimes, this support is not as effective as it could be. Staff do not have an agreed approach for delivering support during individual reading time. For some pupils, the additional practise they receive is not as well tailored to their needs as it could be. This slows pupils’ progress.

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Children in the early years make a strong start to their education. They have regular opportunities to apply their new learning and use newly taught language. Children enjoy joining in with the familiar stories and rhymes. The school helps them to develop their independence. Children are curious and confident. They are proud to showcase their learning. The school ensures children develop a strong foundation in literacy and numeracy. They are well prepared for Year 1.

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Pupils behave well. They are encouraged to reflect on their thoughts and feelings. The school routinely provides pupils with time and helpful prompts to increase their self- awareness. The school’s work to raise attendance in recent years is continuing to have a positive impact. Pupils love coming to school every day.

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The school’s provision for pupils’ personal development is exceptional. The school provides pupils with meaningful opportunities to explore equalities through music and the arts. Pupils write songs and perform shows with strong moral messages. As a result, pupils have a deep understanding of respect and social justice. Pupils eloquently discuss why equality is important and individuals’ unique traits should be celebrated. All pupils are given the opportunity to represent the school at events. The school provides extra- curricular clubs and experiences that pupils suggest. This develops their talents and interests and allows them to share this with the wider school community.

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Leaders are highly aspirational for all pupils. The school engages with professional development to raise attainment for the most disadvantaged learners. This has had a positive impact across school. All staff and governors are committed to the improvement journey of the school. Staff are proud to work here. Governors have an accurate picture of the school. They work well together to hold the school to account.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the support that weaker readers receive is not closely matched to the support they need. As a result, pupils do not catch up with reading as quickly as they 8 and 9 April 2025

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could. The school should ensure that additional support is delivered precisely so gaps in pupils’ reading knowledge are addressed effectively and quickly.  The school’s systems to check what pupils know and remember are more developed in some curriculum subjects than in others. In some subjects, the school does not have a clear understanding of what pupils know and can do. This means that pupils do not always integrate new knowledge as intended. In these subjects, the school should review the impact of how they check pupils’ prior knowledge and understanding and quickly identify any misconceptions.

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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). 8 and 9 April 2025

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School details

Appropriate authority The governing body

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School details

Website www.chillingham.newcastle.sch.uk

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School details

Dates of previous inspection 17 and 18 January 2023, under section 5 of the Education Act 2005

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Information about this school

 The school runs a breakfast club and an after-school club.  The school does not use any alternative provision.  The school has provision for two-year-olds.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 8 and 9 April 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke to senior leaders, including representatives from the local authority and members of the governing body.  Inspectors carried out deep dives in early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also spoke to leaders about pupils’ learning in some other subjects.  Inspectors listened to a range of pupils from different year groups reading to a familiar adult.  To evaluate the effectiveness of safeguarding, the inspectors: 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

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safeguarding that puts pupils’ interests first.  Inspectors met the special educational needs and disabilities coordinator, spoke to pupils with SEND and reviewed plans to support these pupils. They visited lessons to see how pupils with SEND are supported.  Inspectors visited the early years provision to check safeguarding arrangements and discuss the learning with children and leaders.  Inspectors observed behaviour at the start of the day, at lunchtimes and in lessons.  Inspectors considered the responses to Ofsted’s staff survey. They also considered responses to Ofsted Parent View, including any free-text comments.

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Inspection team

Georgina Chinaka, lead inspector His Majesty’s Inspector

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Inspection team

Rowena Sykes Ofsted Inspector 8 and 9 April 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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