Chingford CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school are highly articulate, engaged and happy. They are kept safe. Pupils speak with confidence and respect to adults and with each other.

This is because they are expected to take time to listen to and respond to one another thoughtfully. Staff support pupils to mend their relationships in the 'fix it corner' on the rare occasions they have disagreements.

Pupils consistently demonstrate resilience and tenacity.

They embody the school's vision to 'take an interest in others'. Pupils are proud to attend this 'rights respecting school' and show a deep understanding for their own and others' rights. Pupils are active citizens, and they campaign ...and raise awareness on several issues such as road safety and recycling.

Pupils typically meet the high expectations the school has of them. Most achieve well, work hard and are highly engaged in their learning. Children get off to a flying start.

They are enthusiastic learners in the Reception year. Older pupils build on this strong start, continuing to demonstrate positive learning habits throughout the school. For example, pupils show a keen interest in books and stories.

They benefit from regular library sessions, workshops with authors, poetry days and visits to theatres, concerts and museums.

What does the school do well and what does it need to do better?

The curriculum is broad and ambitious, matching the expectations of what is expected nationally. In most subjects, the curriculum identifies the essential knowledge that pupils should know.

This is well sequenced so that pupils practise and build on their previous knowledge and progress through the curriculum well. For example, in mathematics, children in early years practise counting to five, then 10 before encountering larger numbers. Similarly, pupils learn how language is structured by writing simple sentences.

Their writing then develops through the use of compound sentences and paragraphs. However, in a few subjects, the key knowledge and the order in which it should be taught has not been as carefully considered. As a result, in these areas, pupils do not build as strong a body of knowledge and are not as fully prepared for their next steps.

Teachers typically provide clear explanations and examples. They enable pupils to revisit, practise and apply new knowledge so it becomes part of their longer-term memory. Teachers check what pupils have learned and deal with misconceptions effectively.

The school identifies pupils with special educational needs and/or disabilities (SEND) accurately. Pupils who need additional help are well supported to be successful.

Early reading is prioritised and is a strength at this school.

Staff have been well trained. They have strong subject knowledge in phonics and deliver the chosen programme well. As a result, pupils achieve positive outcomes and typically learn to read quickly, with accuracy and fluency.

Pupils who struggle get the right support to catch up with their peers.

Behaviour in classrooms and around the school is excellent. This begins in the Reception year, where children quickly learn the high expectations of the school and exhibit positive attitudes to learning.

Staff consistently notice and gently guide children to do the right thing when they get distracted. Across the school, lessons are not interrupted and pupils' attitudes to learning are very positive. Attendance is high.

This is because the school works closely with pupils and their families to ensure that they are well supported to understand the importance of attending each day.

Pupils' wider personal development and the school's 'character curriculum' are exemplary. Pupils learn about healthy eating, the importance of exercise, online risks and how to safely manage their screen time.

As a result, pupils are very knowledgeable about different needs and how to look after their own and other's mental health. The curriculum promotes an understanding and respect for diversity. For example, pupils learn about a range of faiths and celebrate different celebratory events, such as Christmas, Diwali and Eid.

Pupils are given numerous opportunities to take on additional responsibilities and contribute to the running of the school. Pupils are proud to be appointed as 'office angels', 'dinner angels', or work in the school library.

Leaders and those responsible for governance have ensured that the vision and ethos of 'thinking of others' threads through the school's work.

Staff are rightly proud to work here and are very well supported. Staff recognise that leaders are extremely considerate of their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the specific knowledge pupils need to learn is not identified or sequenced clearly enough. As a result, some pupils do not secure as deep a body of knowledge in these subjects as is necessary to be fully ready for their next steps. The school should ensure that it has identified the small steps it expects pupils to learn and when in each subject.