School etc

Cheam Fields Primary School

Cheam Fields Primary School
Stoughton Avenue

phone: 020 86449055

headteacher: Mrs Catherine Lester

school holidays: via Sutton council

472 pupils aged 2—10y mixed gender
408 pupils capacity: 115% full

245 boys 52%


230 girls 49%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 524043, Northing: 164365
GPS coordinates
Latitude: 51.365, Longitude: -0.21961
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 23, 2010
Region › Const. › Ward
London › Sutton and Cheam › Cheam
Urban > 10k - less sparse
Free school meals %

rooms to rent in Sutton

Schools nearby

  1. 0.1 miles Cheam High School SM38PW
  2. 0.1 miles Cheam High School SM38PW (2083 pupils)
  3. 0.5 miles Cheam Park Farm Junior School SM39UE
  4. 0.5 miles Cheam Park Farm Junior School SM39UE (418 pupils)
  5. 0.6 miles St Dunstan's Cheam CofE Primary School SM38DF (486 pupils)
  6. 0.7 miles Cheam Park Farm Infants' School SM39UU
  7. 0.7 miles Nonsuch High School for Girls SM38AB
  8. 0.7 miles Homefield Preparatory School SM12TE (374 pupils)
  9. 0.7 miles Sparrow Farm Community Junior School KT172LW
  10. 0.7 miles Stoneleigh First School KT172LW
  11. 0.7 miles Meadow Primary School KT172LW (564 pupils)
  12. 0.7 miles Nonsuch High School for Girls SM38AB (1219 pupils)
  13. 0.7 miles Cheam Park Farm Infants School SM39UU (367 pupils)
  14. 0.8 miles Thomas Wall Nursery School SM12SF (120 pupils)
  15. 0.8 miles The Limes College SM12SD (83 pupils)
  16. 0.8 miles Robin Hood Infants' School SM12SF (270 pupils)
  17. 0.8 miles Nonsuch Primary School KT172HQ (260 pupils)
  18. 0.9 miles Westbourne Primary School SM12NT
  19. 0.9 miles St Cecilia's Catholic Primary School SM39DL (489 pupils)
  20. 0.9 miles Ambleside Junior School SM27NB
  21. 0.9 miles Glaisdale School SM27AD
  22. 0.9 miles Westbourne Primary School SM12NT (473 pupils)
  23. 1 mile Brookfield Primary School SM39LY (349 pupils)
  24. 1 mile Robin Hood Junior School SM11RL (368 pupils)

List of schools in Sutton

Cheam Fields Primary School

Inspection report

Unique Reference Number 102964
Local Authority Sutton
Inspect ion number 355288
Inspect ion dates 23–24 November 2010
Reporting inspector Mike Capper

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 454
Appropriate authority The governing body
Chair Tony Curslake
Headteacher Catherine Lester
Date of previous school inspection 21 January 2008
School address Stoughton Avenue
Telephone number 020 86449055
Fax number 020 86419848
Email address reveal email: chea…
Age group 3–11
Inspect ion dates 23–24 November 2010
Inspect ion number 355288


This inspection was carried out by four additional inspectors. Inspectors observed 24
lessons taught by 15 teachers. Meetings were held with parents and carers, members of
the governing body, staff and groups of pupils. The inspectors observed the school's work
and looked at school documentation, including teachers' planning, assessment
information, safeguarding polices and samples of pupils' work. Inspectors analysed 132
questionnaires from parents and carers, 28 from staff and 100 from pupils in Years 3 to 6.
The inspection team reviewed many aspects of the school's work. It looked in detail at
four key areas.

  • The effectiveness of teaching in providing the right level of challenge for all,
    especially in mathematics.
  • How well pupils take responsibility for, and their knowledge of how to improve, their
  • How well the school is working with parents, carers and pupils to improve
  • How effective leaders have been at improving pupils' progress and ensuring
    sustained improvement.

Information about the school

This is a larger than average primary school. Most pupils come from the local community.
The proportion of pupils known to be eligible for free school meals is below average. The
majority of pupils are White British, but an increasing number are coming from other
ethnic groups. The main home language for these pupils is Tamil. Some of these pupils
start school at the early stages of learning English.
The proportion of pupils identified as having special educational needs and/or disabilities is
broadly average. Most of these pupils have moderate learning difficulties.
The school has several awards including Eco-School status and an Activemark for its work
in physical education.

On-site before- and after-school provision is not managed by the school's governing body

and was not inspected.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

Parents, carers and pupils are rightly proud of this good school. There has been good
improvement since the last inspection due to the drive and vision of the headteacher and
other key staff who have worked to move things forward quickly. Consequently, pupils'
attainment is rising across the school and, although it is broadly average by the end of
Year 6, pupils are now making good progress across the school and are quickly acquiring
new skills.
There are many contributory factors to pupils' good achievement and improving
attainment. Teaching and learning have improved and are good and pupils are well cared
for. This ensures that they feel safe at school. The school makes good use of partnerships
with others, such as a neighbouring high school, to support learning. While pupils'
attainment in mathematics continues to lag slightly behind that in English, the school is
doing the right things to tackle this. Senior leaders have provided additional guidance to
teachers and this has ensured that pupils are challenged at the right level in lessons.
Pupils are set clear targets for improvement in English, but this is not as well established
in mathematics. This means that pupils are less clear about their next steps in
mathematics and this slows the pace at which skills are improving.
Pupils are brilliant ambassadors for the school. They behave well, growing enormously in
confidence and self-esteem and developing very positive attitudes towards learning. The
school's very good efforts to promote positive values are reflected in the pupils' good
understanding of the importance of staying healthy and their good contribution to the
school and wider community. Pupils take a very active role in community events, for
example singing to patients at a local hospice. The school has good systems for promoting
attendance and is working closely with parents, carers, pupils and outside agencies to
ensure that recent improvements are maintained and built on. Pupils are especially
positive about the 'be there bear' which they say motivates them to not miss school
Pupils thoroughly enjoy school, especially the wide range of clubs and visits that bring
subjects alive and enrich the otherwise satisfactory curriculum. The curriculum is very
strongly focused on teaching basic skills in literacy and numeracy. This has proved
effective but it does mean that the time allowed for other subjects is less than is found in
most schools. Consequently, some subjects such as science are not given enough time
and are not always studied in sufficient detail. The school has limited resources for
information and communication technology (ICT). As a result, pupils get too few
opportunities to improve their ICT skills by using them across the curriculum.
Self-evaluation is rigorous and this means that developments are well planned and
effective. There has been a sharp focus on improving the quality of teaching and data are
used sharply to track the progress of different groups. Where this has shown weaknesses,

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

effective steps are taken to tackle them. Successful actions, such as recent work on
improving boys' writing, are ensuring sustained improvements in pupils' progress. All of
these elements confirm the school's good capacity for further improvement.

What does the school need to do to improve further?

  • Improve the breadth and balance of the curriculum by:
    ensuring that more time is allowed for the teaching of subjects other than English
    and mathematics
    improving resources in ICT so that skills can be used more frequently in different
    ensuring that science topics are studied in sufficient detail.
  • Make sharper use of target setting to help pupils understand their next steps in
    learning in mathematics.
Outcomes for individuals and groups of pupils 2

Pupils' achievement and enjoyment is good. Most children are working at the levels
expected for their age when they start school in the Nursery and, from these starting
points, progress is good in all year groups. Pupils' enthusiasm for learning contributes
significantly to the good progress that is seen in many lessons. In an outstanding
personal, social and health education lesson pupils learnt well because the work on how to
consider issues from someone else's perspective was practical and explained clearly. In a
literacy lesson, pupils worked hard and cooperated extremely sensibly as they wrote
adventure scenes. This was reflected in the high-quality descriptive writing produced by
the end of the lesson. On the few occasions where progress in lessons is satisfactory,
pupils sit for too long and do not get on to their work quickly enough, for example when
learning how to use adjectives to make their writing more interesting.
Pupils with special educational needs and/or disabilities are supported well, ensuring that
they learn quickly. They are keen to improve and take an active part in discussions. Pupils
with English as an additional language make the same good progress as others in lessons,
quickly improving their skills and attaining well by the end of Year 6 in national tests.
Pupils become good young citizens and are well prepared for the next stage of their
education. They work together sensibly and support each other happily outside lessons.
Pupils show good concern for the needs of others by raising funds for charity, sometimes
organising these by themselves. Although their voice in the life of the school has recently
been limited by the lack of a fully functioning school council, pupils keenly take
responsibility. For example, older pupils run a well organised gardening club. Their very
good awareness of the importance of looking after the environment is reflected in the
school's Eco School award.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achieve ment and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifesty les 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop wor kplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Members of staff work successfully to provide good quality pastoral care and to ensure
that pupils are happy and safe at school. There are good links with outside agencies to get
extra help for pupils when it is needed. Provision for pupils with special educational needs
and/or disabilities ensures that they do as well as others in lessons, especially in English
where progress is rapid. Pupils in the early stages of learning English are quickly identified
and supported. The school has good systems to improve attendance and these are
beginning to have a positive effect.
Teachers have high expectations and manage pupils' behaviour well. Skilled teaching
assistants are deployed effectively and have a good impact on learning. Teachers assess
learning carefully and are becoming increasingly adept at using this information to plan
what to teach next. Teachers plan challenging work most of the time, but the pace of
learning occasionally slows when they talk for too long at the start of lessons. Pupils are
clear about how to improve their work in English, but this is much less evident for
mathematics. Pupils especially like the way that targets are set in writing because 'we can
look at our targets as we are working'.
The curriculum is enriched by a wide range of clubs and sporting activities. Sports clubs
make a good contribution to pupils' personal development. Pupils have recently
participated very successfully against other schools, in sports such as swimming, cross
country and football, and the school has a well deserved Activemark for its work in this

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

area. The curriculum has had a good impact on pupils' progress in literacy and numeracy,
but it lacks breadth because the amount of time allowed for other subjects is insufficient.
The school does not have enough ICT resources to enable the subject to be fully
integrated into everyday learning. There are already plans in place to tackle this.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

This is a school that is not standing still, because leaders are determined to do the best for
the pupils and are always striving to improve. Together, leaders have created an ethos in
which all members of the school community are valued and respected. Consequently, the
headteacher's drive for improvement and ambitions for the school are fully embedded and
are shared by all staff. There has been a good pace to change with leaders at all levels
making a good contribution to school improvement. Monitoring of provision is generally
very effective, although some inconsistencies in timetabling and the balance of the
curriculum have not been identified or tackled well enough.
The governing body is supportive and provides good levels of challenge. Subject leaders in
English and mathematics have played a key part in implementing programmes such as a
new structure to teaching letter sounds and spelling and using computers to practise and
assess numeracy skills. Initiatives such as these have helped to improve pupils' progress.
The school promotes equality successfully. Leaders carefully check data to ensure that no
group is doing less well than others, although they do not yet evaluate fully the
participation of different groups in all aspects of school life. There is no discrimination
because pupils learn to respect different beliefs, reflecting the school's good contribution
to community cohesion. Leaders are responsive to local needs and pupils are developing a
strong awareness of their place in the world.
The school has good safeguarding procedures. Adults give safety a high priority and are
vigilant in responding to any potential dangers that pupils may encounter.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

A parent summed up some of the key strengths of provision for children in the Early Years
Foundation Stage when writing, 'I am very happy with the ways in which the school is
stretching my child academically while helping her to play and interact with her peers.'
Children are taught well in both the Reception and Nursery classes and this means that
they make good progress. Consequently, their attainment is above average by the end of
the Reception Year. Adults take good account of children's different starting points,
including the needs of those in the early stages of learning English. They plan exciting
activities, although just occasionally work lacks challenge for some children in the
Reception classes. Adults make good use of the outdoor areas and give children good
opportunities to think for themselves. For example, children were given high quality
support when ordering dinosaurs in the Nursery. They were encouraged to use their own
language with adults surreptitiously guiding children in their developm ent of new
Provision is well led and managed. Leaders monitor children's progress closely and set
them clear targets for improvement. They have a good knowledge of strengths and
weaknesses and they are doing the right things to strengthen teachers' knowledge of how
to meet the needs of the increasingly diverse intake that is beginning to include more
children in the very early stages of learning English.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Most parents and carers are pleased with the work of the school. Positive comments
included, 'The teachers are quick to work out what makes each child tick,' and, 'I feel the
senior leadership team has made a huge improvement in the teaching and learning.' In
written comments some parents and carers expressed concern about how unacceptable
behaviour is tackled. The inspection team saw no unacceptable behaviour and found that
the school has good systems for dealing with it when it does occur.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Cheam Fields Primary School to
complete a questionnaire about their views of the school. In the questionnaire, parents and carers were
asked to record how strongly they agreed with 13 statements about the school.
The inspection team received 132 completed questionnaires by the end of the on-site inspection. In total,
there are 454 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 98 74 32 24 2 2 0 0
The school keeps my child
95 72 36 27 0 0 0 0
My school informs me about
my child's progress
68 52 52 39 10 8 1 1
My child is making enough
progress at this school
65 49 52 39 11 8 3 3
The teaching is good at this
73 55 50 38 5 4 1 1
The school helps me to
support my child's learning
75 57 44 33 11 8 1 1
The school helps my child to
have a healthy lifestyle
66 50 59 45 4 3 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
67 51 49 37 3 2 1 1
The school meets my child's
particular needs
67 51 48 36 11 8 3 3
The school deals effectively
with unacceptable behaviour
58 44 53 40 8 6 1 1
The school takes account of
my suggestions and concerns
51 39 62 47 5 4 4 4
The school is led and
managed effectively
72 55 46 35 8 6 2 2
Overall, I am happy with my
child's experience at this
81 61 43 33 7 5 1 1


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

26 November 2010
Dear Pupils

Inspection of Cheam Fields Primary School, Sutton SM3 8PQ

On behalf of the inspection team, thank you for welcoming us to your school and for
talking to us about your work. You were very polite and friendly. We agree with you that
your school is good and that you learn new things quickly.
These are some of the things we found out about your school.

  • Children in the Nursery and Reception classes are happy and are making good
  • You are taught well in Years 1 to 6 and this helps you to make good progress.
  • You are happy at school and try your best. There are lots of fun things to do outside
    lessons. We especially like the opportunities you have to play sport and to sing to
    outside groups.
  • You have a good understanding of how to stay safe and healthy and you make a
    good contribution to the community.
  • All of the adults in the school look after you well. They give you good help when you
    are struggling with your work.
  • The school is well led and managed, and all of the adults are working very hard to
    make the school even better.

This is what we have asked your school to do next:

  • make sure that you have enough time to learn about subjects other than English and
    mathematics and increase how much you learn in science
  • improve resources in information and communication technology
  • give you sharper targets in mathematics so that you can help yourself to improve.

We wish you all well for the future. You can help your teachers by continuing to work hard
all of the time.
Yours sincerely

Mike Capper
Lead inspector


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