Cheadle Primary School

Cheadle Primary School

Address: The Avenue, Cheadle, Stoke-on-Trent, Staffordshire, ST10 1EN Unique reference number (URN): 124076

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Pupils enjoy attending school and the praise they receive for regular attendance. Leaders make it clear that being in school every day is important. They reinforce this message through assemblies and ongoing conversations with families. Staff regularly check the attendance of pupils. They use this information to identify concerns early and take swift action. Leaders work closely with external agencies and families to support pupils who are persistently absent to attend more often.

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Attendance and behaviour Expected standard

Pupils generally listen carefully, stay focused, and work well with one another in lessons. They move around the school safely and respectfully, following clear routines. Pupils conduct themselves well at social times. Through training, leaders make sure that all staff implement a shared approach to promoting positive behaviour. Staff apply the behaviour policy consistently and promote positive behaviour through clear expectations and a well ‑ used rewards system. Incidents of bullying are uncommon and dealt with quickly. Leaders use suspensions from school appropriately and effectively. Staff take time to get to know pupils and use this understanding to provide specific support for those who need it. This includes adaptations and adjustments, ‘plans for success’ and quiet areas to help them settle before returning to their learning.

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Inclusion Expected standard

Leaders have created a culture in which pupils’ needs are identified early through thoughtful and thorough systems. Staff identify pupils’ needs accurately and in a timely manner. For example, transition arrangements into school ensure productive relationships with parents. This enables suitable provision to be put in place early. ‘Pupil passports’ for pupils who have special educational needs and/or disabilities provide helpful information that helps staff to remove barriers to learning. This information is reviewed regularly to make sure that it is accurate and has an impact.

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Inclusion Expected standard

Leaders have made it a priority to ensure that staff adapt learning so that pupils learn well. Staff adapt learning well for pupils in English and mathematics. However, the quality of adaptations is more variable in other subjects. Leaders work well with external experts. Pupils who access the ‘Tree House’ provision have their specific needs met well.

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Inclusion Expected standard

Leaders ensure that additional funding for disadvantaged pupils is targeted to address any barriers to learning they may have. This is beginning to have an impact. Leaders liaise well with the virtual school to make sure that vulnerable pupils’ needs are particularly well met. Leaders support families who have experienced crisis well. As a result, pupils from these families thrive.

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Personal development and wellbeing Expected standard

Pupils’ personal development and wellbeing are high priorities for the school. Leaders have established a well-designed programme to promote pupils’ personal development. Through a carefully designed personal, social, health and economic education curriculum, pupils

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Needs attention

learn how to keep themselves safe and healthy. Leaders ensure that pupils regularly discuss global and international issues. This cohesive approach prepares pupils well for their futures.

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Needs attention

Throughout the curriculum, leaders have made links so that pupils gain an understanding of different faiths and cultures. For example, through carefully chosen, age-appropriate texts, pupils discuss the impact of racism. Pupils learn about important values, such as respect and democracy, and about treating everyone fairly. They see democracy in action through voting in assemblies and visits from the local Member of Parliament.

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Needs attention

Leaders provide pupils with a range of opportunities to lead in school. Eco-warriors, digital leaders and the pupil leadership team all play their part. Pupils say ‘we talk about things that could make our school better.’ Head boys and girls support leaders well through talking to prospective parents and assisting in assemblies.

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Needs attention

Leaders make sure that the pastoral support offer for pupils and families meets their needs well. Staff respond promptly and thoughtfully to pupils’ needs and those that may arise within the school community. Leaders train pupils as ‘peer mentors’ so that they can support other pupils and escalate any concerns to staff.

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Needs attention

Pupils benefit from a wide range of experiences that develop their talents and interests. There is something for everyone. Pupils can take part in clubs such as cricket, multi-sports, gardening, book club and pony club. Pupils enjoy taking part in a range of sporting tournaments. They can learn to play a wide range of musical instruments, including ukulele and glockenspiel. Leaders carefully track participation so that all are included.

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Achievement Needs attention

Pupils have not achieved as well as they should in Year 6 national tests. Some pupils do not learn as well as they could across the curriculum. This means that pupils are not as well prepared as they could be for secondary education. New leaders have raised expectations and pupils are achieving far better than previously. However, gaps in learning persist.

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Achievement Needs attention

Younger pupils have a better knowledge of important foundations for learning in reading, writing and mathematics. Some older pupils still have gaps in important spelling, handwriting and punctuation knowledge or number knowledge in mathematics. This impacts on their ability to deepen their learning.

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Achievement Needs attention

Pupils typically achieve well in phonics in key stage 1. Year 4 pupils do particularly well in the multiplication test check. This is because they get plenty of time to practice phonics and times tables.

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Achievement Needs attention

Disadvantaged pupils' needs are well understood by leaders. However, inconsistency in teaching impacts on their ability to achieve well.

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Curriculum and teaching Needs attention

Teachers do not consistently ensure that pupils secure important knowledge across the curriculum. In particular, they do not focus closely enough on making sure pupils learn important foundations for learning in writing and mathematics. Leaders have ensured there is now a sharper focus on younger pupils securing this knowledge. However, there remain some inconsistencies. In addition, some older pupils have gaps in their knowledge that persist over time and they struggle to apply their basic writing and mathematics skills.

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Curriculum and teaching Needs attention

Leaders have designed a curriculum which builds pupils’ learning in a logical way. They ensure that it can be suitably adapted to the needs of different pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. Staff are skilled at making sure that adaptations are effective in English and mathematics.

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Curriculum and teaching Needs attention

Staff deliver the school’s phonics programme consistently well. Pupils apply their phonics knowledge to read with growing fluency.

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Curriculum and teaching Needs attention

Leaders ensure that staff have the subject knowledge that they need to be able to explain learning clearly for pupils. Where teaching is more effective, teachers are adept at modelling learning, providing pupils with opportunities to practice what has been taught and checking that pupils are learning well.

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Early years Needs attention

Children are not supported to be as well prepared for the challenges of key stage 1 as they could be in the early years. Leaders are committed to addressing this. They have made learning in the early years a priority. The early years curriculum considers all areas of learning. Leaders have developed adults' skills in using interactions with children to secure learning, but this is not well developed. Adults do not routinely make the most of opportunities to consolidate learning in children’s learning activities. Where activities are well considered, children learn well. For example, children in Nursery carefully count the drops of water they need to make a ‘Gruffalo crumble’. This consolidates their ability to count. Phonics is taught well and reinforced throughout the provision. Children develop the skills they need to read and write words with increasing accuracy.

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Early years Needs attention

Children in the early years are well cared for. Relationships are warm and positive. Staff recognise the importance of working in partnership with parents and carers and see this as an essential aspect of supporting children's learning and personal development. Staff work purposefully with external professionals to meet children's specific needs, when necessary.

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Leadership and governance Needs attention

Governors have not questioned leaders well enough about the impact of their actions to improve pupils' achievement in reading, writing and mathematics. As a result, issues with regard to the attainment of pupils in Year 6 national tests have not been addressed quickly enough. New leaders have ensured that there is a sharp focus on improving necessary aspects of the school’s work. Governors now have the information they need to hold leaders to account. However, their work on ensuring they are having an impact is at an early stage of development.

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Leadership and governance Needs attention

Leaders and governors understand the school's context well. They keep pupils' best interests at the heart of their decision-making, particularly for pupils with special educational needs and/or disabilities. Leaders have had much to do to build the foundations for future success. They have identified the right priorities to improve the school and are making firm headway in doing so. Leaders have provided effective professional learning to staff. This is closely focused on the school’s areas for improvement. Leaders have taken staff with them on this journey. Staff feel included and involved. Throughout this time of change, leaders have carefully considered staff workload and wellbeing. Staff are appreciative of this.

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Leadership and governance Needs attention

Parents and carers are typically positive about the school. Parents are appreciative of the support that leaders provide for families. Many parents said that the team provides extensive support and signposting for pupils and families.

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What it's like to be a pupil at this school

Pupils at Cheadle Primary enjoy a culture where they and their families feel understood, valued and included. Positive relationships underpin a caring and nurturing approach. Pupils are safe and well cared for. They attend school regularly because leaders make sure that they and their families realise that education is important. Pupils typically behave well in class and at social times. They notice the positive changes which leaders have made regarding behaviour. Pupils understand and follow the school rules of ‘ready, respectful and safe’. Consequently, pupils say that behaviour is ‘loads better’. Bullying is rare at this school and always addressed effectively when it does take place.

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What it's like to be a pupil at this school

Pupils live by the school’s RESPECT values. For example, they display positivity and resilience. Pupils speak confidently about the school’s motto of ‘aspire, believe, achieve’. They explain the importance of these words. For example, they talk about their long- and short-term ambitions such as learning to swim or becoming a vet. Pupils say they need to believe in themselves and be resilient. However, while pupils know it is important to achieve, they are not achieving as well as they could. They enjoy learning in school but, from early years, staff do not deliver the curriculum effectively. This impacts on pupils’ readiness for their next stage of education. That said, pupils with specific barriers to learning typically overcome these well.

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What it's like to be a pupil at this school

Pupils gain a wealth of experiences which enhance their education. Well-considered trips and visits engage and deepen pupils’ learning. For example, pupils can explain how a trip to a space museum had enabled them to understand features of planets in the solar system in science. Pupils’ horizons are widened beyond the local area. For example, they discuss global issues such as sustainability as well as the careers available to them outside of the local area.

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Next steps

Leaders should ensure that pupils who have not secured the necessary foundational knowledge and skills in English and mathematics, particularly those who are disadvantaged, receive appropriate support to secure and apply this knowledge so that pupils’ achievement improves. Leaders should improve staff expertise so that the curriculum is delivered well and pupils learn the intended knowledge. Governors should improve their strategic oversight of the school’s improvement work to ensure that pupils learn and achieve well. Leaders should make sure that staff in the early years engage in high-quality interactions with children and make the most of opportunities to extend and embed learning so that children are well prepared for Year 1. Leaders should continue to support staff so that adaptations to pupils' learning in the wider curriculum are effective.

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About this inspection

The chair of the board of governors in this school is Sean Woodward.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders, including the headteacher, deputy headteacher and other leaders during the inspection. The lead inspector spoke with members of the governing body, including the chair of the governing body. He held a telephone conversation with a representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Since the previous inspection a new headteacher and deputy headteacher have taken up their posts.

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About this inspection

The school uses no alternative provision.

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Lead inspector:

Barry Yeardsley, His Majesty's Inspector

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Team inspectors:

Ellen Taylor, Ofsted Inspector Rob Johnstone, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 53% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 71% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 67% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.1% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 10.9% 13.0% Close to average

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national average

2023/24 (3 term) 15.7% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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