Chase View Community Primary School

Chase View Community Primary School

Address: Hillary Crest, Pear Tree Estate, Rugeley, Staffordshire, WS15 1NE Unique reference number (URN): 134666

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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 recognise the importance of good attendance and work well to maintain a culture of high expectations for school attendance. Overall, the number of pupils who are persistently absent has been high. Leaders work closely with pupils and their families and are proactive in providing support, including from external agencies. This work has been successful for many pupils, which has led to pupils attending school more regularly.

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Attendance and behaviour Expected standard

Leaders also have high expectations about how pupils behave. They work well to help pupils to think about, reflect and take responsibility for their behaviour. Differences are celebrated at this school. Staff make considered reasonable adjustments to the behaviour policy, which means that pupils with special educational needs and/or disabilities are supported well to help them manage their behaviour. Suspensions are rare. As a result of staff’s consistent approach, the school is calm and orderly. Pupils are supportive of each other and welcome visitors with polite and courteous behaviours. Pupils work together and are tolerant and kind. They are role models for younger pupils. They trust that, when needed, staff will support them with any issues, including bullying.

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Personal development and wellbeing Expected standard

Leaders know their school community well. They have created a programme for the personal development of pupils that prepares them for life in modern Britain and equips them with knowledge of the local area. Leaders have carefully designed a curriculum for relationships, sex and health education which supports pupils to understand and maintain their physical and emotional health. Pupils talk confidently about this due to the open and supportive culture created by staff.

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Personal development and wellbeing Expected standard

Teachers support pupils’ understanding of the protected characteristics, such as ethnicity, by making important links with other subjects. For example, pupils have learned about Motown music and carnival art. Pupils link this learning to fundamental British values and know the importance of tolerance and respect.

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Personal development and wellbeing Expected standard

Leaders provide important responsibilities for junior governors, such as promoting recycling and listening to younger pupils read. Leaders recognise and cater for pupils’ individual needs and support them to use their own experiences to help their peers. For example, there is an autism club in place for pupils to support each other.

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Personal development and wellbeing Expected standard

Leaders plan meaningful enrichments to the curriculum to support pupils’ personal development. All pupils visit the local theatre and participate in outdoor learning to deepen their understanding of the natural world. Community links are maximised to support pupils’ sense of belonging and responsibility. For example, pupils create Christmas cards for the residents of the local care home. Leaders also offer many interesting extra-curricular activities, such as coding, guitar, ukulele and tennis clubs. They ensure that all pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities, can attend.

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Achievement Needs attention

Leaders track the achievement of all pupils. They recognise that pupils do not all make the progress they are capable of. However, their actions to improve the outcomes for pupils have not led to the improvements needed to enable all pupils to achieve as well as they should. Over time, the outcomes for pupils in national tests in reading, writing and mathematics have been below national averages. However, disadvantaged pupils achieve in line with national averages.

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Achievement Needs attention

Pupils’ outcomes in phonics are broadly in line with national expectations. However, teachers do not have high enough expectations for pupils to build on their phonics knowledge and to use this to further develop fluency in reading and writing.

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Achievement Needs attention

Teachers do not consistently ensure that pupils develop important knowledge and skills in handwriting, punctuation and number facts. This limits the progress they make in these subjects.

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Curriculum and teaching Needs attention

The teaching of reading and writing does not enable pupils to build on basic knowledge and skills well enough. On some occasions, the expectations of what pupils could achieve are not high enough, and this means some pupils are not reaching the standards they should. In some lessons, teachers do not identify and address mistakes quickly enough. This means pupils continue to make the same mistakes, which limits the progress they make.

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Curriculum and teaching Needs attention

Typically, staff teach phonics well, which means that most pupils reach the expected level by the end of Year 2. However, as pupils move through the school, they do not have the support they need to build on this knowledge to develop their fluency in reading and writing as well as they should.

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Curriculum and teaching Needs attention

Leaders have put in place a broad curriculum that supports pupils to make links between different subjects. Typically, pupils remember the facts that they have been taught in foundation subjects such as history and art. For example, in art, pupils build their knowledge of colour, shade and tone progressively throughout the curriculum. They have opportunities to practise using their skills to create a range of work inspired by famous artists. Pupils demonstrate secure knowledge of the wider subjects they learn about.

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Early years Needs attention

Staff prioritise warm relationships with children. Effective care routines mean that children from the age of 2 are helped to feel safe and secure. Children with special educational needs and/or disabilities are supported well. Staff ensure that parents and carers are well informed about their children’s progress and work well with external agencies to support their children. Leaders have created an early years curriculum that meets the statutory requirements. Through a period of building works, the school has endeavoured to ensure that the learning environment is appropriately resourced to ensure that learning continues to develop. This has ensured that children continue to learn in a safe and supportive environment. However, some learning activities are not planned carefully enough to enable children to build successfully on what they know and can do. This limits the progress they make.

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Early years Needs attention

The quality of staff interactions with children is variable. At times, language is not clearly modelled and staff do not consistently maximise opportunities to support children to learn and practise new words. This means that children do not make as much progress in developing their communication and language as they should.

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Inclusion Needs attention

Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). However, they do not accurately identify their additional needs well enough, meaning that pupils do not always receive the right support to break down barriers to learning. While leaders check on the progress of pupils with SEND, they do not monitor this closely enough. This means that support for some pupils is not always sharply targeted or provided in a timely way. In class, teachers do not consistently make appropriate adaptations that pupils need. This allows gaps in learning to form, and some pupils are not supported to keep up well enough.

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Inclusion Needs attention

Leaders use additional funding to support disadvantaged pupils’ wellbeing and learning appropriately. They consider how the funding is used to support both academic learning and additional personal development opportunities to ensure that disadvantaged pupils are fully included in the life of the school. These pupils typically achieve well and engage positively in school life.

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Inclusion Needs attention

Leaders work closely with external agencies. They ensure that pupils known and/or previously known to social care are well supported. They extend effective pastoral support to the school community. This support makes a meaningful difference to their experiences.

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Leadership and governance Needs attention

Leaders demonstrate an awareness of the school’s strengths and areas for development. However, the identified priorities for improvement have not resulted in timely change. This means that pupils have not gained the necessary knowledge and skills in reading, writing and mathematics as well as they should have. Leaders have not provided staff with sufficient and targeted training and support to enable them to improve teaching across the curriculum or in early years to a consistently high standard.

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Leadership and governance Needs attention

Leaders are reflective, and they understand the community and know pupils well. The close and positive parent and community relationships ensure that all pupils, including the most vulnerable, are kept safe and supported to attend school. Parents and carers are positive about the school, and they value the support that is provided to their children.

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Leadership and governance Needs attention

Many governors are new to their roles. They understand their responsibilities but are still developing their understanding of the impact of leaders’ actions and how to challenge this. This limits their ability to hold leaders to account for improving pupils’ outcomes.

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Leadership and governance Needs attention

Leaders and governors take effective steps to monitor staff workload and promote staff wellbeing. Staff feel well supported and valued and are proud to work at the school.

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

Pupils at Chase View describe their school as ‘one big family’. Pupils are proud to belong to this inclusive school. They value the friendships they share and celebrate the diversity of their school community. Staff know pupils and families very well. They put effective pastoral support in place to help whenever this is needed to reduce barriers to learning. For example, pupils enjoy being collected in the school minibus, which helps them to attend school on time. Staff help pupils to feel safe. They prioritise warm relationships to ensure that pupils feel cared for. Pupils know and remember how to keep themselves safe because of what staff have taught them.

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

Pupils enjoy attending school. They engage well and learn a range of subjects, which enables them to gain new knowledge and skills. However, some pupils do not develop their reading, writing and mathematics skills well enough, which means that they are not as well prepared for their next steps as they could be.

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

Pupils behave well. Leaders have high expectations and teach all pupils to understand and follow the school rules. Pupils look forward to receiving praise in the ‘proud assembly’ each week, and staff celebrate their achievements and talents inside and outside of school.

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

Pupils are proud of their leadership roles. The junior governor team is clear about the part it plays in running the school, including helping younger pupils at playtime. Junior governors know that the responsibility they have is important and helps them to be ready for their next steps. Pupils take part in extra-curricular activities and visits to different places that allow them to learn and practise new skills. For example, pupils learn to cook in the school kitchen and have visited a bakery to make bread. Pupils learn to swim and ride a bike and look forward to their residential visit in Year 6, which supports their independence and readiness for secondary school.

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Next steps

Leaders and governors should develop and implement school development actions that are precisely focused on the key priorities to bring about rapid improvements across the school, especially in the early years and curriculum and teaching, to enable all pupils to achieve their full potential. Leaders should ensure that the curriculum and learning activities in the early years are precisely matched to children’s abilities and ensure that it is delivered through consistently high-quality interactions. Leaders should ensure that teachers consistently identify and address mistakes and gaps in pupils’ reading, writing and mathematics learning.

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Team inspectors:

Gill Turner, Ofsted Inspector Adam Montague-Clewes, 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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School and pupil context

Leaders should ensure that all staff have consistently high expectations of what pupils can achieve in foundational knowledge and skills and deliver work that is appropriately challenging for their stage of learning. Leaders should ensure that pupils with special educational needs and/or disabilities are accurately identified and that all staff understand the adaptations needed to enable them to access the curriculum.

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About this inspection

The chair of the board of governors in this school is Helen Hunt.

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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, the deputy headteacher, the early years leader and the special educational needs and disabilities coordinator. They also spoke with representatives from the governing body, staff, parents and pupils.

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About this inspection

The school currently uses no alternative provision.

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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. National average: 3.5%

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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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national average

2023/24 (final) 55% 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

2024/25 (final) 69% 75% Close to average

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average

2023/24 (final) 77% 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) 68% 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

2023/24 (final) 68% 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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average

2022/23 (final) 50% 44% Close to average

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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

2024/25 (final) 72% 63% 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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average

2024/25 (final) 56% 59% Close to average

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average

2022/23 (final) 56% 58% Close to average

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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) 50% 61% Close to average

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average

2023/24 (final) 58% 59% Close to average

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average

2022/23 (final) 69% 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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national average

2023/24 (3 term) 6.1% 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

2023/24 (3 term) 17.9% 14.6% Close to average

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national average

2022/23 (3 term) 19.5% 16.2% 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

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

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Urgent improvement

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