Head’s work praised

A primary school has been rated outstanding by Ofsted inspectors.

Chuter Ede Primary School, Balderton, was visited by three inspectors. In her report, one of the inspectors, Lynne Blakelock, praised the head, Mr Bob Hattersley.

She said: “This is an outstanding school.

“A major strength is the very careful organisation of its work by the head, which has resulted in very effective systems and procedures that drive and sustain improvement.”

She said a wealth of opportunities out of lessons and in daily school routines helped pupils’ outstanding personal development, including their adoption of healthy lifestyles.

“Very comprehensive activities and opportunities have encouraged their above average attendance and outstanding behaviour and justified the school’s national recognition through numerous awards,” said the report.

“They illustrate the school’s determination that every child matters in this inclusive school.”

The quality of teaching and learning was consistently good and often outstanding.

The inspector said: “Over time, along with detailed academic support, it leads to pupils’ outstanding progress, with pupils of all abilities achieving excellently from their average starting points.”

Pupils’ enthusiasm for learning was said to be strengthened by a good curriculum that was creative and varied and had seen, for example, the addition of horticulture as a regular activity.

Lynne Blakelock said Mr Hattersley led the school exceptionally well.

“His secure understanding of the needs of the school is based on his rigorous monitoring.

“It has led to the organisation of the staff into the curriculum teams, which are proving very effective in raising attainment levels of pupils further.”

The effectiveness of the school’s early years foundation was rated good and the inspector said the excellent induction and welfare arrangements ensured children settled well and thrived.

Personal development and well-being was good and children were well behaved.

The school was told that to improve further it should plan for and develop regular opportunities for children in the early years foundation stage to develop their ability to speak in sentences and to allow them time to consider their responses to questions.

They have also been told to ensure pupils with specific skills and talents are provided with challenging tasks in lessons and to broaden the provision offered outside lesson time, such as through the family of schools.