How effective are we as a school?

‘In my view’, wrote one parent to Inspectors, ‘Christchurch is truly outstanding’.  It is not difficult to understand why parents are so desperate to send their children to Christchurch Primary.  It is outstanding.  The passion that staff feel for their work is almost tangible.  They are, quite simply, highly committed and totally dedicated to ensuring that pupils get the best possible education whilst they are at Christchurch.

As a result of the very clear vision and direction provided by the headteacher and senior leaders, staff display an intense focus on getting things right.  The result is that pupils do extraordinarily well.  When they start school, they have skills and abilities that are below those normally expected.  In virtually every area, pupils make much more progress than the national average to attain exceptionally high standards by the time they leave the school at eleven years of age.  A couple of parents were concerned that high attaining pupils are not stretched enough.  Inspectors found little evidence to support this view.  Indeed, in 2007, the percentages of Year 6 pupils attaining the highest test level in English, mathematics and science was significantly above the national average.  The school does recognise that, throughout, pupils do not make as much progress as they should in handwriting;  this is generally neat and tidy, but too few pupils use a fluent cursive style.

The bulk of lessons observed during this inspection were outstanding.  Senior leaders have created the conditions in which teachers and teaching assistants constantly strive to improve their work, and receive help and training to do so.  Most lessons are marked by the outstanding progress made by boys and girls, regardless of their ethnicity or social background.  Teachers use a wide variety of strategies to motivate pupils and keep them engaged in their learning.  They pay very close attention to ensuring that their lessons build on the pupils’ prior learning, so tasks are always well matched to the differing needs and abilities of pupils.  Teaching assistants display initiative when supporting groups or individual pupils.  Their work complements that of teachers to ensure that pupils with learning difficulties or special needs make the progress they should.

Pupils enjoy their learning immensely because of the innovatively designed curriculum.  Excellent links are made between subjects.  For example, Year 2 pupils were observed writing a letter to a friend from the perspective of a child living through the plague in London in 1665.  The historical element of this work did not simply provide an excellent vehicle for pupils to improve their letter writing skills, but close questioning of pupils revealed a clear understanding of the cause and effects of the plague.  The curriculum is further enhanced by the use of specialists to teach subjects such as drama and French.  One parent was correct to voice concerns about lack of time for physical education (PE).  For those pupils who do not participate in after school sports clubs or swimming, the time allotted for physical activity is below that recommended.  In this respect, pupils’ opportunities to lead a healthy lifestyle are limited.

Pupils’ personal development and well-being are outstanding.  This is because the school provides very strong care, guidance and support.  Behaviour is consistently exemplary during lessons.  No examples of poor behaviour or bullying were seen in the well supervised playground.  Pupils say that, on the rare occasions on which bullying does occur, that it is dealt with rigorously, and that, as a result, they feel safe and secure at school.  However, the speed with which a few older pupils descend staircases displays a slight lack of awareness of their own safety and that of others.  Attendance has improved over the past few years and is now satisfactory.

The headteacher’s excellent leadership has created amongst all governors and staff the realisation that, together, they can materially improve the life chances of every child.  The proof of Christchurch’s success is that pupils leave the school particularly well prepared academically and socially for the next phase in their lives.

"Ofsted 2008"