Chaddleworth St Andrew's C.E. Primary School

What Ofsted said

From the inspection on 15 April 2026

Pupils are happy at this nurturing school. They know the school's Christian values of community, compassion, courage, trust, perseverance and thankfulness well. Pupils participate in a range of curriculum enrichment opportunities, such as football, drama productions and learning a musical instrument. Pupils with leadership roles, including house captains, sports leaders and worship leaders, enjoy their responsibilities. Beginning from early years, staff involve pupils in all aspects of school life. This helps pupils to develop a keen sense of belonging. Most pupils enjoy their lessons and learn the curriculum well. They build secure knowledge and skills across the curriculum. Pupils develop their vocabulary well. For example, when studying the formation of volcanoes, pupils readily describe the movement of tectonic plates and the role this plays. Although not reflected across published test results, pupils achieve an appropriate standard in reading, writing and mathematics. Staff support disadvantaged pupils and those known to social care thoughtfully. They identify the needs of pupils with special educational needs and/or disabilities quickly. Staff generally adapt teaching and resources effectively. Pupils access learning successfully and develop increasing independence. However, at times, a small proportion of pupils with barriers to their learning do not receive learning activities adapted appropriately for their needs. As a result, they do not secure the knowledge to progress through the curriculum well. Pupils feel safe. They attend school regularly and know that if bullying happens at the school, staff resolve it supportively. Pupils typically behave well. However, some staff do not always apply the behaviour policy across all classes consistently. This means some pupils do not manage their relationships with peers and staff as positively. Leaders have acted by implementing the recently revised behaviour policy fully across all classrooms.

What the school should improve

• Governors should further develop their knowledge and expertise to provide robust support and challenge to leaders that results in improved achievement, behaviour and attendance for pupils consistently and effectively across the federation.
• Leaders should ensure that the recently developed behaviour policy is consistently and effectively implemented across the staff team so that all pupils develop positive attitudes to their learning.
• Leaders should ensure that the curriculum is adapted precisely for pupils who need additional support to enable all pupils to build on what they know more securely across all curriculum subjects.
• Leaders should ensure that mathematics lessons strengthen pupils' learning of mathematics, including times tables knowledge, resulting in improved published outcomes for all pupils over time.
• Leaders should further develop the programme of personal development and wellbeing so that the school's teaching of British values is understood clearly by all pupils.

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