Chesterton Community Sports College

Strengths

• Highly inclusive school with detailed knowledge of individual pupils and early identification of needs.
• Strong attendance overall and above national average for pupils with SEND and disadvantaged pupils.
• Culture of high expectations with consistently excellent pupil behaviour and disruption-free lessons.
• Warm, respectful relationships between staff and pupils that build resilience and motivation.
• Bullying and discrimination are rare and dealt with effectively; suspensions are below national average.
• Rigorous monitoring and tailored support help pupils with SEND make progress and attend regularly.
• Evidence-informed pupil premium strategy supports disadvantaged pupils' progress and attendance.
• Internal alternative provision keeps vulnerable pupils engaged in a broad, balanced curriculum.
• Strong personal development curriculum that is well sequenced, age appropriate and inclusive.
• Comprehensive careers programme with impartial advice and employer engagement.
• Pastoral care is a significant strength, with coordinated wellbeing support and timely targeted help.
• Wide range of trips, visits, creative learning weeks and pupil leadership roles.
• Ambitious and well-sequenced curriculum, including Spanish for all pupils at key stage 4.
• Inclusive curriculum prioritises crucial knowledge and supports vocabulary and spelling development.
• Teachers have secure subject knowledge and typically address misconceptions effectively.
• Regular quizzes and precise feedback help strengthen pupils' understanding.
• Assessment is used well to adapt teaching and provide extra support.
• Leaders have an accurate understanding of the school's context and clear improvement priorities.
• Governors and trustees are highly committed, share a clear vision and use resources effectively.
• Staff feel well supported, workload is managed, and retention is high.
• Effective engagement with parents and the community, including collaboration with local schools.
• Safeguarding standards are met, and pupils feel safe and well cared for.
• Pupils are well prepared for life in modern Britain and show respect and tolerance.
• Interventions in reading, writing and mathematics help pupils keep up with their peers.

Areas for Improvement

• Published key stage 4 data is below the national average.
• Examination results show underperformance in some subjects and for particular pupil groups over time.
• Some pupils are less well prepared for their next steps than they should be.
• GCSE English and maths grade 5+ results are below national average.
• Attainment 8 is below national average in the latest year.
• Disadvantaged pupils' GCSE grade 5+ attainment was below national average in 2024/25.
• Leaders' monitoring is not consistently precise enough to identify where further action is needed.
• Standards are not consistent across all aspects of the school's work.
• Leaders need to strengthen analysis of all aspects of the school's work to evaluate impact.
• Leaders need to raise achievement at the end of key stage 4, especially for middle prior attainers.
• Some pupils do not achieve as well as they should in examinations.

• Primary Schools
• Secondary Schools