Childs Hill Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Respect, tolerance and kindness permeate all aspects of the school. Everyone gets on well with each other.

Strong relationships provide a firm platform for pupils to develop their self-confidence and self-knowledge. Pupils' behaviour and attitudes to learning are good. Leaders are strongly focused on improving the quality of teaching, learning and assessment.

Their success is reflected in the profile of teaching which continues to improve. The strong team of leaders ensures that staff are well supported in their work. An effective team in the early years secures good progress for all groups of children.

They are well prepared for... when they begin Year 1. The curriculum is planned through a series of topics. This provides pupils with relevant and exciting contexts for learning.

Pupils make good progress in a broad range of subjects, including English and mathematics. Pathways is a very effective autistic resource provision. It provides the highest standards of care and education for the pupils.

As a result, pupils make enormous strides in their learning and personal development. Teachers have good subject knowledge. They plan interesting activities which make sure that most pupils have work, which makes them think hard.

Governors are well-informed. They work closely with leaders to make sure that the school continues to improve. Safeguarding and promoting the welfare and development of pupils is central to the school's work.

Pupils feel very safe. It is not yet an outstanding school because : Key Stage 1 pupils do not achieve as well in writing and reading as they do in mathematics. Key Stage 1 teachers do not always check to see if pupils understand what they are to learn.

In some classes, presentation and handwriting are messy and untidy. The outside area for the youngest children is underdeveloped.

Information about this school

Childs Hill is a larger than average primary school.

The school takes a very small number of two-year-olds as part of their early years provision. Most children attend part time in the nursery. Pupils are from a wide range of minority ethnic backgrounds.

White British pupils account for the largest group in the school. Approximately three quarters of pupils speak English as an additional language, which is well above the national average. Almost one in two pupils receives support through pupil premium funding.

This is well above the national average. The pupil premium is additional government funding given to schools for disadvantaged pupils who qualify for free school meals or children who are looked after by the local authority. The proportion of disabled pupils and those with special educational needs is above average, with approximately a third of these having a statement of special educational needs or an education, health and care plan (EHCP).

The school is funded by the local authority to run a resourced provision for pupils with language and communication difficulties, who are mainly on the autistic spectrum. This is known as Pathways. In 2015, there were 22 pupils with statements of special educational needs.

Currently 12 pupils attend one of the two classes, which are for Reception to Year 3 and Year 3 to Year 6. There is an unusually high number of pupils who arrive and leave the school other than at the usual times of the year. The school does meet the government's current floor targets which set the minimum expectations for pupils' attainment and progress.

There have been recent leadership appointments, including a new deputy headteacher and early years leader. There is a children's centre on the same site, which is run by the governing body. When this was inspected in June 2011, its overall effectiveness was judged to be good.

This provision is subject to a separate inspection which can be found at https://www.gov.uk/government/organisations/ofsted.