Newton Primary School

Newton Primary School

Address: Kingsway West, Newton, Chester, Cheshire, CH2 2LA Unique reference number (URN): 110976

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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

Leaders leave nothing to chance in order to ensure that pupils attend school regularly. There are comprehensive tracking and monitoring systems. These give leaders an accurate understanding of attendance patterns. Their focused approach means that attendance rates of pupils, including those who are disadvantaged, are above the national average. The number of pupils who are persistently absent from school is low. Leaders combine whole school strategies, like competitions, with personalised support, such as breakfast club. These break down any barriers to regular attendance. Pupils are familiar with routines at the end of social times. This ensures a prompt start to learning.

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Attendance and behaviour Expected standard

On the whole, pupils behave well in school. They are polite in their interactions with each other and adults who support them. On occasion, however, pupils lose focus in lessons and distract each other. This is not in line with leaders’ high expectations. Leaders use restorative meetings for pupils who need extra help managing their behaviour. These opportunities help pupils to understand their emotions and develop positive relationships. At social times, pupils behave responsibly and respect the school environment. Staff quickly and effectively manage incidents of bullying and unkind behaviour online.

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Early years Expected standard

Leaders want every child to get off to a good start. They have made learning in the early years a priority. Leaders are aware of the strengths and areas for development within the provision. For example, they changed the approach to teaching phonics. This is now effective and children learn letters and sounds well. The curriculum is organised appropriately so that children develop positive foundations for learning in key stage 1 and beyond. As such, they make progress through the curriculum.

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Early years Expected standard

Children benefit from a stimulating and engaging learning environment. This supports their physical development. Children develop their balance and strength by having space to run, climb and play. They interact positively with each other. For instance, they know that it is important to take turns and share.

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Early years Expected standard

The quality of teaching in the early years is generally effective. When done well, staff model vocabulary clearly and deliberately. For example, through the use of mathematical language, such as heavier, lighter, same and equal. As a result, children show a secure understanding of weight. On the whole, children who need additional support receive this effectively so that they learn well alongside their peers.

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Early years Expected standard

During snack time, appropriate routines mean that pupils are safe. They benefit from warm and positive relationships with staff, who know and care for them well.

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Inclusion Expected standard

Leaders share a commitment to inclusion. They have worked at pace to establish effective systems to identify pupils’ barriers to learning or wellbeing. Leaders regularly review any strategies that they implement. If a particular approach does not work, they take prompt action to try something new. Staff work well with external specialists. For instance, they liaise with speech and language therapists and educational psychologists to get pupils the help that they need. For the most part, leaders’ actions remove any barriers that pupils may face.

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Inclusion Expected standard

Disadvantaged pupils receive the support that they need to make a success of school life. Leaders give extra help to those pupils, who need to catch up through targeted support. Leaders make sure that disadvantaged pupils take part in extra-curricular activities at lunchtime. They work effectively with other professionals to ensure that pupils who are known to social care thrive.

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Inclusion Expected standard

Leaders ensure that pupils with special educational needs and/or disabilities achieve well. They provide targeted support for individuals or small groups and use technology to help pupils access their learning. Thanks to staff training programmes, staff have the skills and knowledge to reduce barriers to success.

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Leadership and governance Expected standard

Leaders have worked with precision and pace since they joined the school. They have identified and prioritised what needs to improve. This includes their work on inclusion, consequently, pupils’ needs are now identified promptly. Pupils get the support that they need to succeed. Leaders are united in their high ambitions for the school and its community.

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Leadership and governance Expected standard

Leaders work proactively with external partners. For example, they have improved the quality of education and care in the early years through collaboration with these professionals.

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Leadership and governance Expected standard

During a period of significant change, leaders have maintained a focus on staff workload and wellbeing. Staff appreciate the leaders’ empathetic approach. In addition, staff share the leaders’ vision for the school. They appreciate the time that they have been given to implement new ideas.

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Leadership and governance Expected standard

Governors want the best for the school. They have strategic oversight and check the impact of leaders’ work. Governors draw on their experience to fulfil their statutory duties.

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Leadership and governance Expected standard

Leaders have positive relationships with parents and carers. Parents speak highly about the school and the changes that leaders have made. For example, coffee mornings focused on specific topics and leaders’ presence on the playground at the start of each day promote effective relationships and open channels of communication.

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Leadership and governance Expected standard

Staff appreciate the professional learning that they have received. This has given them the confidence and skills that they need to support pupils with special educational needs and/or disabilities. Staff are very proud to work at the school.

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Personal development and wellbeing Expected standard

Leaders have developed a comprehensive and ambitious programme of personal development and wellbeing. Alongside the taught curriculum, pupils participate in a range of additional opportunities. The ‘Newton Promise’ makes sure that pupils, regardless of any barriers, participate fully in a breadth of enriching activities. For example, pupils get to meet a big animal, take part in a flash mob and go on a hike.

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Personal development and wellbeing Expected standard

Within the curriculum, leaders ensure that pupils know how to keep themselves safe, including online. Pupils explain clearly that they must not accept friend requests from strangers, for example. They know how to stay safe around open water and busy roads. Leaders ensure that pupils know about the risks of harmful substances and what constitutes a healthy friendship. Staff provide effective pastoral support to pupils and their families.

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Personal development and wellbeing Expected standard

Pupils know the significance of ideas, such as the rule of law and democracy. They also demonstrate an understanding of different faiths. Pupils know that it is important to respect people with different beliefs from their own. Consequently, they are well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders track participation in clubs and activities. They take action to ensure that pupils who face barriers to learning or wellbeing take part in extra-curricular clubs. From ‘The Quiet Club’ to litter picking and from colouring club to performing in the school show, there is something for everyone.

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Personal development and wellbeing Expected standard

Pupils know that it is important to be a good citizen. They demonstrate this by taking on various leadership roles, watering the plants in school and visiting a local care home. Visits and trips help to broaden pupils’ horizons. Pupils develop skills of self-care, resilience and confidence. For example, they participate in an overnight trip to a forest in Year 2 and enjoy adventurous activities in Years 4 and 6.

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Achievement Needs attention

Pupils’ progress through the curriculum beyond English and mathematics is inconsistent. This is across subjects and key stages. Pupils do not learn as well as they should. This means that they have gaps in their knowledge that hinder their future learning. For example, some older pupils do not have a secure understanding of the geography of the United Kingdom. In addition, many struggle to recount basic information about their learning in history.

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Achievement Needs attention

By contrast, in the tests at the end of Year 6 for reading and mathematics, pupils, including those with special educational needs and/or disabilities, achieve well. Pupils’ writing skills, however, are not as well developed. Nevertheless, some recent improvements can be seen in pupils’ handwriting. Pupils attain well in the phonics screening check at the end of Year 1. Any pupils who need to catch up are supported effectively to do so.

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Curriculum and teaching Needs attention

The quality of teaching is variable. In some lessons, pupils benefit from carefully considered activities. This enables them to learn new information over time. However, in other lessons, teachers do not select activities that match the curriculum aims. This is particularly the case across subjects beyond English and mathematics. Furthermore, there remain inconsistencies in how well writing is taught, particularly with letter formation. Leaders have recently introduced a new handwriting curriculum. However, it is too early to see what impact this will have. In contrast, reading and mathematics are delivered effectively and learning is more secure.

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Curriculum and teaching Needs attention

Leaders monitor the quality of the curriculum and teaching throughout the school. This ensures that they know where to focus their attention to bring about further improvements to learning. They have taken a systematic approach to develop the curriculum across the school. However, there remain aspects of the curriculum where the most important knowledge is less clearly defined. Consequently, staff do not know what to prioritise in lessons.

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Curriculum and teaching Needs attention

Leaders have introduced a new phonics scheme. Staff have completed training on how to deliver phonics well. As a result, on the whole, phonics is taught successfully and pupils build fluency and comprehension. Leaders make sure pupils have access to a range of high- quality books and articles.

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Curriculum and teaching Needs attention

Teachers adapt learning effectively. For example, they use different coloured paper, clear explanations and hands-on resources. Consequently, pupils who find learning a challenge usually engage with the curriculum positively.

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

Pupils are proud to attend Newton Primary School. They arrive happy and look forward to the day ahead. On the whole, pupils embody the school values of gratitude, respect, opportunity and wonder. Morning times are a hive of activity. Older pupils prepare baskets of fruit for younger children and take part in mindfulness activities. Younger pupils hang up their bags, settle to colouring-in or play well together.

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

Staff have a positive presence on the playground at the start of the day. This helps pupils to feel welcome and safe. Pupils know that when bullying or fallouts happen, they know that it will be dealt with swiftly and effectively. In lessons, some pupils struggle to maintain focus on the task at hand. This hinders their learning. At social times, pupils play well together. They chat, play football or take part in crafting activities.

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

While pupils achieve well in the reading and mathematics tests at the end of key stage 2, their progress through other curriculum areas is uneven. As such, they are not as well prepared as they should be for the next stage of their education. Those pupils who face barriers to learning or wellbeing receive the support that they need to make a success of the school day. For example, they get help from other adults and take short sensory breaks when they need to.

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

Pupils embrace diversity. They are proud of their own, and each other’s, differences. For instance, they gleefully share the different languages they speak. They know that everyone is welcome. This helps pupils to attend school regularly.

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

There are many pupil leadership opportunities. These activities help pupils to develop teamwork and communication skills. For example, pupils serve on the eco-committee, the school council and help their peers as wellbeing warriors.

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Next steps

Leaders should ensure that teachers choose appropriate activities in lessons, so that pupils progress well through the planned curriculum. Leaders should continue to strengthen their work on writing and handwriting, so that pupils have the knowledge and skills needed to be successful writers. Leaders should continue to refine the curriculum, including in the early years, so that teachers know precisely what pupils need to know and be able to do to be ready for the next stage of their learning. Leaders should continue to embed behaviour for learning strategies, so that pupils show consistently positive attitudes to learning.

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About this inspection

The chair of the board of governors in this school is Paul Williams.

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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 the headteacher, other senior leaders in the school and members of the governing board, including the chair of governors.

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About this inspection

Inspectors spoke to a representative of the local authority.

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About this inspection

Inspectors spoke to a representative of the virtual school.

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About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspectors:

Jeanette Westhead, Ofsted Inspector Jackie Stillings, 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 7 July 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 school uses no alternative provision.

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What does this mean?

The school has undergone a significant change since the last inspection: a new headteacher, deputy headteacher and special educational needs coordinator have been appointed.

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What does this mean?

Headteacher: Caralyn Bignell 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) 67% 61% Close to average

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average

2022/23 (final) 62% 60% 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

2024/25 (final) 80% 75% Close to average

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average

2023/24 (final) 79% 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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average

2023/24 (final) 76% 72% Close to average

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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

2022/23 (final) 80% 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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average

2023/24 (final) 71% 62% Close to average

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average

2022/23 (final) 67% 60% Close to average

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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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average

2024/25 (final) 67% 61% Close to average

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average

2022/23 (final) 53% 59% Close to average

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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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Persistent absence

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

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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

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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