Chilthorne Domer Church School

What Ofsted said

From the inspection on 2 June 2026

Pupils enjoy attending this warm and welcoming school. Staff know the pupils and their families well. They greet pupils at the start of each day with a smile and handshake. The positive relationships that staff forge with pupils and their families enable them to identify any barriers to learning and attendance at school. They work closely to provide the necessary support so that these barriers are reduced. As a result, most pupils attend well and feel safe. Over time, pupils' achievement at key stage 2 is below that of their peers nationally. This includes the small number of pupils who are disadvantaged. However, leaders have acted decisively and put measures in place to improve pupils’ attainment. Pupils achieve well in both the Year 1 phonics screening check, which is consistently above the national average, and in the Year 4 multiplication timetables check, which is close to national averages. Pupils generally meet the school’s high expectations for behaviour. This begins in the early years, where children follow the routines well. Children know that if they go ‘out out’ that they need a red band. Pupils are polite, kind and respectful of one another. They do not tolerate discrimination of any form. They know that adults would help them with any worries or concerns. Opportunities for pupils to develop their leadership skills are integral to the day-to-day life of the school. Older pupils take responsibility for younger children during social times. Digital leaders explain the impact of technology in the modern world and the benefits and drawbacks of using artificial intelligence. As a result, pupils understand the important role they play as responsible citizens and the difference they can make to their school community and beyond.

What the school should improve

• Leaders should ensure that the checks teachers make on pupils' learning are secure so that pupils develop important knowledge in writing and mathematics and build on what has come before, so that they develop a depth of knowledge across the curriculum.
• Leaders should continue their work to improve pupils' achievement, particularly in reading, English grammar, punctuation and spelling, and mathematics, so that they build on the improvements already made.
• Governors should deepen their understanding of the school's curriculum priorities so that they can continue to challenge and support leaders' work.

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