Cheadle Primary School

Cheadle Primary School is a caring and inclusive school where pupils feel safe, behave well and attend regularly. The school has a strong culture of safeguarding, and pupils benefit from a wide range of personal development opportunities, including leadership roles, clubs and trips. However, the school is not yet preparing pupils as well as it could for the next stage of their education. In particular, achievement in Year 6 national tests is below the national average, and some older pupils have persistent gaps in foundational knowledge in English and mathematics. Disadvantaged pupils achieve significantly less well than their non-disadvantaged peers nationally, and teaching is not consistently effective in securing important knowledge across the curriculum. The early years provision also requires improvement, as staff do not routinely engage in high-quality interactions to extend children's learning. New leaders have raised expectations and are making firm headway, but improvements are at an early stage and governors' strategic oversight is not yet fully effective.

Strengths

• Pupils feel safe and are well cared for in a nurturing environment
• Pupils behave well and attendance is close to the national average
• Safeguarding standards are met with an open and positive culture
• A well-designed personal development programme prepares pupils for life in modern Britain
• Pupils benefit from a wide range of clubs, trips and leadership opportunities
• Staff adapt learning effectively for pupils with SEND in English and mathematics
• Phonics is taught consistently well, and pupils read with growing fluency
• Leaders support staff workload and wellbeing effectively during a period of change

Areas for Improvement

• Pupils' achievement in Year 6 national tests is below the national average in reading, writing and mathematics
• Disadvantaged pupils achieve significantly less well than non-disadvantaged pupils nationally
• Some older pupils have persistent gaps in foundational knowledge in writing and mathematics
• Teaching does not consistently ensure pupils secure important knowledge across the curriculum
• Adaptations to learning are variable in subjects beyond English and mathematics
• Early years staff do not routinely engage in high-quality interactions to extend children's learning
• Governors have not questioned leaders well enough about the impact of actions to improve achievement
• Curricular delivery in the early years does not prepare children well enough for key stage 1

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Cheadle Primary School attended 95.6% of sessions (the national figure for primary schools was 94.8%). 10.9% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 2.0% of pupils at Cheadle Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Cheadle Primary School had 20.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 16.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 27.2% of pupils at Cheadle Primary School were on SEN support (nationally 15.4%) and 2.6% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Cheadle Primary School received £7,668 and spent £7,380 for each of its 312 pupils. It ended the year with reserves of £514,000 (£1,648 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Stoke-On-Trent · Staffordshire local authority: places and applications

What is Cheadle Primary School's Ofsted rating?

The latest Ofsted rating for Cheadle Primary School is Needs attention, from an inspection in September 2026.

When was Cheadle Primary School last inspected by Ofsted?

Cheadle Primary School was last inspected in September 2026.

How many pupils does Cheadle Primary School have?

Cheadle Primary School has 312 pupils on roll.

What age range does Cheadle Primary School cover?

Cheadle Primary School for pupils aged 3 to 11.

What are Cheadle Primary School's SATs (KS2) results?

In 2025, 46% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Cheadle Primary School?

Cheadle Primary School is at The Avenue, Cheadle, Stoke-on-Trent, Staffordshire, ST10 1EN.