School etc

Chadsmoor CofE (VC) Junior School

Chadsmoor CofE (VC) Junior School
Burns Street

phone: 01543 511000

executive headteacher: Mrs Karen Burns B.Ed, Npqh

school holidays: via Staffordshire council

206 pupils aged 7—10y mixed gender
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 %

rooms to rent in Cannock

Schools nearby

  1. 0.4 miles Chadsmoor Community Infants and Nursery School WS116EU (222 pupils)
  2. 0.5 miles Cannock Chase Children's Centre WS115BU
  3. 0.5 miles Redhill Primary School WS115JR (180 pupils)
  4. 0.5 miles Redhill Infant School WS112JR
  5. 0.6 miles Cannock Chase High School WS111JT
  6. 0.6 miles Hednesford Valley High School WS124JS (138 pupils)
  7. 0.6 miles Broomhill Junior School WS112RN
  8. 0.6 miles Cannock Chase High School WS111JT (1145 pupils)
  9. 0.7 miles Moorhill Primary School WS114NX (375 pupils)
  10. 0.7 miles St Joseph's Catholic Primary School WS121DE (227 pupils)
  11. 0.7 miles Blake Valley Technology College WS124JH
  12. 0.7 miles Moorland Infant School WS112NX
  13. 0.7 miles Staffordshire University Academy WS124JH (529 pupils)
  14. 0.8 miles Hednesford Nursery School WS121AR (20 pupils)
  15. 0.8 miles Kingsmead School WS121DH (1271 pupils)
  16. 0.8 miles Sherbrook Primary School WS115SA (84 pupils)
  17. 0.9 miles West Hill Primary School WS124BH (316 pupils)
  18. 0.9 miles Cardinal Griffin Catholic High School WS114AW (906 pupils)
  19. 0.9 miles West Hill Junior School WS124BH
  20. 1 mile Cannock Chase Technical College WS111UE
  21. 1 mile South Staffordshire College WS111UE
  22. 1.1 mile Springvale Primary School WS110DY
  23. 1.1 mile St Peter's CofE (C) Primary School WS121BE (422 pupils)
  24. 1.2 mile Pye Green Valley Primary School WS124RT (460 pupils)

List of schools in Cannock

School report

Chadsmoor CofE (VC) Junior


Burns Street, Chadsmoor, Cannock, WS11 6DR

Inspection dates 9–10 October 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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
early stage.
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.

Inspection team

Geof Timms, Lead inspector Additional Inspector
Alison Lamputt Additional Inspector
Inspection report: Chadsmoor CofE (VC) Junior School, 9–10 October 2012 3 of 9

Full report

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
    educational needs.
  • 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
    school meals.
  • 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

Inspection judgements

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
    and mathematics.
  • 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
    educational needs.
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
    found nationally.
  • 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 Judgement Description
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

School details

Unique reference number 124240
Local authority Staffordshire
Inspection number 402244

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
Chair Katie Hill
Headteacher Karen Burns
Date of previous school inspection 11 February 2010
Telephone number 01543 511000
Fax number 01543 511005
Email address reveal email: head…


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