Chadsmoor CofE (VC) Junior School
phone: 01543 511000
executive headteacher: Mrs Karen Burns B.Ed, Npqh
197 pupils capacity: 105% full
100 boys 49%
105 girls 51%
Last updated: June 20, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 399070, Northing: 311488
- GPS coordinates
- Latitude: 52.701, Longitude: -2.0152
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 9, 2012
- Diocese of Lichfield
- Region › Const. › Ward
- West Midlands › Cannock Chase › Cannock East
- Urban > 10k - less sparse
- Free school meals %
- 0.4 miles Chadsmoor Community Infants and Nursery School WS116EU (222 pupils)
- 0.5 miles Cannock Chase Children's Centre WS115BU
- 0.5 miles Redhill Primary School WS115JR (180 pupils)
- 0.5 miles Redhill Infant School WS112JR
- 0.6 miles Cannock Chase High School WS111JT
- 0.6 miles Hednesford Valley High School WS124JS (138 pupils)
- 0.6 miles Broomhill Junior School WS112RN
- 0.6 miles Cannock Chase High School WS111JT (1145 pupils)
- 0.7 miles Moorhill Primary School WS114NX (375 pupils)
- 0.7 miles St Joseph's Catholic Primary School WS121DE (227 pupils)
- 0.7 miles Blake Valley Technology College WS124JH
- 0.7 miles Moorland Infant School WS112NX
- 0.7 miles Staffordshire University Academy WS124JH (529 pupils)
- 0.8 miles Hednesford Nursery School WS121AR (20 pupils)
- 0.8 miles Kingsmead School WS121DH (1271 pupils)
- 0.8 miles Sherbrook Primary School WS115SA (84 pupils)
- 0.9 miles West Hill Primary School WS124BH (316 pupils)
- 0.9 miles Cardinal Griffin Catholic High School WS114AW (906 pupils)
- 0.9 miles West Hill Junior School WS124BH
- 1 mile Cannock Chase Technical College WS111UE
- 1 mile South Staffordshire College WS111UE
- 1.1 mile Springvale Primary School WS110DY
- 1.1 mile St Peter's CofE (C) Primary School WS121BE (422 pupils)
- 1.2 mile Pye Green Valley Primary School WS124RT (460 pupils)
Chadsmoor CofE (VC) Junior
Burns Street, Chadsmoor, Cannock, WS11 6DR
|Inspection dates||9–10 October 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress in most subjects, |
Pupils’ behaviour is good. They feel safe and
Those who find learning more difficult have
Teachers provide a good range of well-
but especially in reading and writing.
are well motivated to learn.
high-quality help from additional adults.
planned activities in all subjects, based on
interesting topics and brought to life by a
good range of resources.
| The staff work closely together as a team. |
The headteacher has led the school very
The governing body has managed the recent
They are very positive about the recent
changes made to the school.
effectively since her appointment. Standards
are rising and there is a consistent
improvement in the progress made by pupils.
federation with the infant school well.
| The progress made by the most able pupils in |
Not enough teaching is consistently good or
mathematics is not consistently good.
| The senior staff and governors do not have |
enough opportunities to check for themselves
how well the school is performing, and the
creation of links with the infant school is at an
|Inspection report:||Chadsmoor CofE (VC) Junior School, 9–10 October 2012||2 of 9|
Information about this inspection
- Fifteen lessons or parts of lessons were observed.
- Meetings took place with the headteacher, staff, a sample of the pupils, members of the
governing body and a representative of the local authority.
- A number of pupils read to inspectors and talked about their work. Samples of pupils’ work were
- Although no views from parents or carers were available through the Parent View website, the
school’s own questionnaire returns were analysed.
|Geof Timms, Lead inspector||Additional Inspector|
|Alison Lamputt||Additional Inspector|
|Inspection report:||Chadsmoor CofE (VC) Junior School, 9–10 October 2012||3 of 9|
Information about this school
- Chadsmoor is smaller than the average primary school.
- An above-average proportion of the pupils are supported through school action.
- An above-average proportion are supported through school action plus or a statement of special
- A very small number of pupils are from a minority ethnic heritage background.
- A well-above-average proportion of the pupils qualify for the pupil premium, which provides
additional funding for children in local authority care and pupils known to be eligible for free
- The school formed a federation with its feeder infant school in April 2012. The infant school
headteacher then became executive headteacher of both schools.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Help more pupils reach the higher levels in mathematics by ensuring that:
basic mathematical skills are built up systematically
mathematical activities in lessons are always demanding enough to stretch the most able
- Make more of the teaching consistently good or better by ensuring that:
teachers question pupils more effectively to extend their learning
the work provided is matched closely to pupils’ ability levels
the new marking and feedback policy is always applied
teachers check pupils’ learning regularly during lessons.
- Give the governing body, subject and middle leaders more opportunities to monitor the school’s
strengths and weaknesses, and to develop the links with the newly federated infant school.
|Inspection report:||Chadsmoor CofE (VC) Junior School, 9–10 October 2012||4 of 9|
|The achievement of pupils||is good|
- Most pupils start at the school with abilities, knowledge and skills close to the levels expected
for their age. Progress is good and much improved since the previous inspection.
- The proportions of pupils making expected progress in reading, writing and mathematics
compare favourably with national data. So do the percentages of pupils who make more than
expected progress in reading and writing, although in mathematics this is not consistent in all
year groups. The current Year 6 pupils are on track to exceed the national averages in English
- Pupils’ books show that they have made good progress over the year, especially in their writing.
This is supported by good opportunities to write in a range of styles and for different purposes.
For example, younger pupils have written some high-quality and imaginative stories relating to
the Harry Potter books.
- Pupils enjoy reading and talking about their favourite books. Those who find reading harder are
well supported in learning to link sounds and letters (phonics), although often this work is
hindered because many lack a wide and rich vocabulary.
- The pupils’ good spiritual, moral, social and cultural development is promoted well through many
activities. For example, an appreciation of the natural world was well developed through a recent
visit to a local area of outstanding beauty.
- There are examples of high-quality work in art and design, design and technology, music and
the performing arts. Pupils enjoy practical tasks, such as those in Year 5 which involved
designing, building and testing dens made from natural materials. The many links made between
subjects mean that pupils are able to use the skills learned in one subject to support their
learning in another.
- Disabled pupils and those who have special educational needs are very well supported,
especially by very effective teaching assistants and learning mentors. This means they are fully
included and involved in all activities.
- The small number of pupils from minority ethnic backgrounds make good progress. The few who
are at an early stage of learning English also make good progress, although the support
provided for them would occasionally be more appropriate for pupils who have special
|The quality of teaching||is good|
- The highly effective staff team provides pupils with a good education that enables them to make
at least good progress in most lessons. The evidence from pupils’ work shows that a small
amount of outstanding teaching occurs, but there is not yet enough to ensure outstanding
- Teachers have excellent relationships with the pupils. This creates a very strong and positive
climate for learning in lessons. Regular opportunities for pupils to collaborate and cooperate in
lessons encourage them to support each other’s learning. For example, in one case older pupils
read and evaluated each other’s written work, highlighting the parts they liked and any
improvements they felt could be made. This activity supported their progress well because they
learned from each other.
|Inspection report:||Chadsmoor CofE (VC) Junior School, 9–10 October 2012||5 of 9|
- Excellent support is given to small groups or individuals who are recognised to be
underachieving, both in class and sometimes in sessions away from the class. This successful
work ensures that pupils often make more rapid progress than their peers. This work mainly
relates to reading, but also extends to pupils’ number and writing skills.
- Where the teaching is less effective, tasks are not sufficiently well matched to pupils’ prior
attainment or do not really stretch them, especially pupils who can learn quickly. In one lesson,
for example, all pupils were working on the same number line activity, which was too easy for
the most able in the group.
- In addition, teachers do not always check the success of their teaching during lessons, and
adjust it accordingly. In a small number of mathematics lessons the tasks provided did not build
progressively on pupils’ previous learning.
- Training for teachers has helped to improve their work in a number of areas. A recently
completed marking and feedback policy now needs to be fully applied by all teachers. The
assessment of pupils’ writing has improved and the school now plans to develop this more in
mathematics. Expertise in the infant school has been used well to provide guidance in the
teaching of how sounds and letters are linked.
|The behaviour and safety of pupils||are good|
- The school is a very harmonious community. This is the result of the development of a very
successful behaviour policy. The policy includes an excellent system for rewards and sanctions,
which all pupils understand and enjoy putting into practice. It is based on a very effective
system of houses, merits and ‘golden time’.
- Pupils show pride in their work. They have very positive attitudes to their lessons and try hard to
be successful. Talking to them shows that they enjoy school and particularly some of their
homework projects. For example, they talk with real enthusiasm about school productions in
which they have taken part.
- The school’s very effective social and moral development is centred round the good work of the
learning mentors. These members of staff support pupils who have worries or problems, or who
find learning difficult. Their strong personal, social and emotional support for those pupils goes a
long way towards helping them to take a full part in school life. In addition, their work has had a
positive impact on pupils’ attendance which has greatly improved and is now in line with that
- Pupils say they feel safe in school, and this is supported by the views of their parents and carers.
They are clear about the staff they would turn to if worried or concerned. They are confident
bullying is well dealt with, if and when it occurs.
- Pupils also enjoy taking on responsibilities. They take part in peer mentoring, which has helped
reduce problems during break times, and in a school council. Some enjoy looking after the
school chickens. The school provides an excellent range of after-school clubs and these are very
well supported and enjoyed by the pupils.
|Inspection report:||Chadsmoor CofE (VC) Junior School, 9–10 October 2012||6 of 9|
|The leadership and management||are good|
- Since the school federated with its feeder infant school, the executive headteacher took on the
headship of both schools. She has been well supported by the local authority, who have also
provided training and support for the newly formed governing body, in addition to the effective
support and challenge offered in the past to help raise standards. This has helped the federation
process to proceed smoothly.
- Prior to the federation and since the last inspection, the school was making good progress
towards improving the achievement and learning of all pupils. This work has continued and
many pupils now make better than expected progress in all subjects. The school’s view of itself
is accurate. Its development planning is based on the right priorities.
- The headteacher has provided the school with a clear vision, ‘Enjoying learning together’, and
the staff are fully supportive of the direction the school is taking. All say they are proud to be a
member of the team at Chadsmoor.
- Effective leadership of teaching has improved its quality since the last inspection. Teachers are
becoming more familiar with a range of assessment data and the ways they can use this to track
their pupils’ progress.
- The money available through the pupil premium is used very effectively to support pupils’
learning and their emotional and personal development.
- Subject leadership has been successful in supporting improvements. Staff monitor performance
work regularly through looking at pupils’ books and teachers’ planning. However, senior staff
have had insufficient opportunities to observe and work alongside colleagues so that good
practice can be more widely shared.
- The school’s senior leaders, and especially the deputy headteacher, have worked hard to
develop a creative, imaginative curriculum which enables teachers to plan through themes that
interest pupils while supporting their knowledge and skills. For example, the recent project on
Harry Potter stories provided an excellent opportunity to learn about owls from an expert who
visited the school with live birds.
- The governance of the school:
is at an early stage due to the recent formation of a new governing body after the federation
of the two schools
has created a successful structure for managing financial affairs
provides the school’s leaders with support and encouragement
is yet to develop fully its monitoring and evaluation role, so that governors have the
knowledge to question the school’s performance as well as supporting it.
|Inspection report:||Chadsmoor CofE (VC) Junior School, 9–10 October 2012||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Chadsmoor CofE (VC) Junior School, 9–10 October 2012||8 of 9|
|Unique reference number||124240|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|School category||Voluntary controlled|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||182|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 February 2010|
|Telephone number||01543 511000|
|Fax number||01543 511005|