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Chartridge Combined School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils enjoy attending this caring and nurturing school.
They thrive at this school and benefit from everything the school has to offer. The school's vision of 'Space to learn, grow and achieve' is central to life at Chartridge Combined School. All staff want the very best for every pupil.
Pupils rise to these expectations and are very proud of the school. They rightly describe it as 'fun', 'fabulous' and 'spectacular'.
Pupils' behaviour is exemplary.
From the beginning of early years, children settl...e into school routines quickly. There are respectful relationships throughout the school, between pupils of all ages and between pupils and adults. Bullying is rare.
Pupils know that adults are always on hand to help, should they need them or if there are instances of unkindness. Pupils behave impeccably around the school and in lessons.
Pupils talk with great enthusiasm about the many activities available to them both in and out of the classroom.
They enjoy clubs such as yoga, drama and football. The school makes great use of the local environment to bring learning to life, for example in the school allotment and the surrounding countryside. These opportunities help pupils connect their learning to the wider world.
What does the school do well and what does it need to do better?
The school has taken effective action to further improve the curriculum since the previous inspection. Pupils achieve well from early years through to Year 6 because the school has very high expectations. This means that they are very well prepared for their next stage of education.
The school has designed an ambitious and broad curriculum. In most subjects, the content is structured so that pupils connect learning over time. For example, in mathematics, the school has identified the sequence of knowledge that pupils need.
Well-designed activities enable pupils to use their prior learning to make links to their current learning. Learning is adapted to help pupils apply their knowledge and skills. But, in some subjects, these links are not consistently strong.
This means that pupils cannot routinely see how their learning connects over time. The school has recognised this and there is a clear strategy to develop the curriculum in a manageable way.
Reading is a strength of the school and developing a love of reading is central to the curriculum.
As soon as children join in Reception, they learn to read. A new phonics scheme has been introduced since the last inspection. Adults are experts in the teaching of reading.
Staff carefully match the books pupils read to the sounds that they are learning. Those at risk of falling behind are supported through carefully planned interventions. Teachers read to their classes daily, selecting texts that bring variety, diversity and high levels of engagement.
Pupils demonstrate exemplary behaviour. This starts in the early years, where children are taught clear routines to enable them to learn independently. As a result, they are highly motivated and engaged.
Pupils across the school develop a keen sense of responsibility for each other and their own behaviour. Pupils really value the school rules and rewards. Attendance is high because the school develops a love of learning for all pupils.
It works closely with parents and carers to overcome barriers that may prevent pupils from attending school.
The school goes beyond the expected to develop pupils' character. Personal development at the school is highly effective.
The school has identified opportunities to promote pupils' broader development. They take part in outdoor learning to develop their social skills and understand the natural world. They grow vegetables that the school cook uses for their lunches.
They enjoy learning to play musical instruments and performing in school plays. Pupils enjoy an array of sports like tag rugby and cross country. They love to represent the school in inter-school sports competitions.
They take on positions of responsibility within the school to support others. Pupils' voice is welcomed and used to help develop the school. For example, pupils participated in helping to develop the catering at the school and with the design and creation of the 'Maple Lodge'.
Leaders, including the governing body, have established an ambitious culture for all pupils. Staff appreciate the work the school does to support their well-being and to reduce their workload. All staff feel valued and are proud to work at the school.
Parents are highly positive about the care their children receive. One parent said, 'It is an amazing community in which everyone works hard to develop the whole child.'
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school's curriculum thinking, including its assessment of pupils' learning, is not as well developed in a few subjects. This means that teaching does not consistently emphasise these key points and then help pupils to link them to prior learning. The school must continue the work on curriculum and ensure that it is as effective in all subjects as it is in the strongest.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good for overall effectiveness in February 2015.
