Chelmondiston Church of England Primary School

What Ofsted said

From the inspection on 6 January 2026

This is a school where pupils flourish and thrive, both socially and academically. Pupils love learning. They come to school in the morning eager to get going with their learning. They talk with enthusiasm about the different topics they have considered. Children in the early years are excited to discover new things, for example working diligently as a team to explore frozen ice and how to get it to melt. Pupils have lots of opportunities to learn beyond the classroom. For example, environmental learning activities often incorporate field studies at the local river. Pupils support the local community, for example undertaking beach cleans. They are well prepared for life in modern Britain. Pupils achieve well. Many pupils enter the school throughout the school year. These pupils also make accelerated progress through the curriculum so that most are highly ready for moving on to secondary school. The staff spend considerable time getting to know individual pupils and addressing any barriers that they may have. This includes pupils with special educational needs and/or disabilities, or those who may be disadvantaged. The school is a close-knit community and pupils look out for others. They enjoy the many responsibilities they have, including the buddy system, where Year 5 get to know and help out with Reception, for example on walks to the local church. The school's approach to personal development is woven throughout all they do. As a result, pupils show high levels of respect and tolerance for others. Everyone is welcome and included in pupils' play. Pupils' behaviour is excellent. There are clear routines in place that mean pupils know what is expected at all times. Pupils know that they are safe and have trusted adults they can talk to if they have any problems. Bullying is very rare. Pupils' attendance to school is very positive.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

Read the full Ofsted report (opens in a new tab)