Chipping Ongar Primary School

Highlights from Latest Inspection

What is it like to attend this school? '

Respect, responsibility and resilience' are values that are embedded in the school. Pupils are happy. They enjoy coming to school and are proud to be members of Chipping Ongar Primary.

Pupils are excited and enthused by the many planned opportunities available to them.

Starting in the early years, pupils learn to take responsibility for their behaviour really well. As a result, behaviour in lessons and around the school is good.

Pupils enjoy learning. They work hard and are proud of the high-quality work they produce. Relationships between adults and pupils are positive because they are based on mutual respect.

Pupils feel safe in school. They say t...hat bullying is rare, and adults deal with any incidents that may occur.

Provision for pupils' personal development is exceptional.

Every pupil has full access to a wide range of trips, visits and after-school activities. Pupils talk positively about 'Well-being Wednesdays'. However, they say that 'every day is a well-being day' because there is always someone to talk to and help them.

Pupils develop leadership skills through a wide range of roles such as being a charity leader. Older pupils recognise how this prepares them for secondary school.

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

Leaders are ambitious for pupils to achieve well.

They have designed a curriculum that identifies what pupils need to learn in each subject from Reception to Year 6. Learning is sequenced so that pupils build upon what they already know and can do. As a result, pupils learn the curriculum well.

Teachers get the training they need to teach subjects well.

Teachers use assessment effectively to identify what pupils know and they adapt their teaching accordingly. Pupils are given opportunities to practise their learning so that they become proficient in different areas of the curriculum.

If a pupil falls behind, they are swiftly given the help they need to catch up. The curriculum includes many experiences that help to bring learning to life, such as history visits to Colchester Castle and Duxford War Museum.

In most subjects, teachers use their strong subject knowledge to plan activities that help pupils learn new information.

As a result, pupils quickly gain knowledge. Occasionally, teachers do not make sure that learning activities are focused sufficiently well on exactly what pupils need to know.

Reading is given a high priority.

Pupils read daily. Staff make sure that the books pupils read match their reading ability. Children start their reading journey as soon as they join Reception.

Well-trained staff deliver a highly engaging phonics programme. They are quick to spot pupils who are struggling with their letter sounds. Effective additional help is provided promptly.

By the end of Year 2, most pupils are able to read with confidence.Pupils in key stage 2 read a range of novels in class. They study some challenging texts.

Teachers help them understand unfamiliar language and complicated plots. As a result, pupils enjoy reading.

Expectations for pupils with special educational needs and/or disabilities (SEND) are high.

Most pupils with SEND access the same curriculum as their peers because they are provided with appropriate resources and support. As a result, pupils with SEND achieve well.

Children in the early years get off to a flying start.

Children learn in a calm, vibrant environment. The early years curriculum is rich and planned to develop enquiring minds. Children gain new knowledge because adults know precisely what they need to learn.

Adults help children develop very positive relationships. Children cooperate together and help each other extremely well. By the end of the Reception Year, children are confident learners and have the skills and knowledge they need to successfully move into Year 1.

Pupils behave well and have good attendance. They are kind, courteous and respectful to adults and classmates. Most pupils manage their behaviour without being reminded to by adults.

A small number of pupils with SEND and some disadvantaged pupils do not attend school well enough. Leaders are working closely with these families to improve pupils' attendance.

Pupils' personal development is promoted extensively throughout the school.

Pupils develop the characteristics required to be successful citizens. The personal education programme helps pupils develop a strong understanding of a range of important issues. They are taught how to keep physically and emotionally healthy.

There are many opportunities for pupils to take on leadership roles. For example, a group of pupils are members of a regional mental health working group.

Staff are proud to work in the school.

They appreciate leaders' consideration of their workload and support for their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all the appropriate safeguarding checks are carried out before staff are employed by the school.

Leaders make sure that staff are trained to identify potential risks to pupils' safety. Staff are vigilant in spotting and reporting any signs that suggest a child may be at risk. Leaders swiftly respond to any concerns raised.

They work closely with relevant agencies to support both pupils and their families.

Pupils are taught about potential risks to their safety, especially when online. Pupils have confidence that should they have any concerns, adults in the school will listen to them and help them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few curriculum areas, teachers do not plan learning tasks carefully enough to ensure that pupils gain the knowledge they need to know. When this happens, pupils do not achieve as well as they should. Leaders need to ensure that staff have the knowledge and skills necessary to implement the curriculum effectively in every subject, so that pupils quickly learn key information.

• A small number of pupils who are disadvantaged and a similar number of pupils with SEND do not attend school as often as they should. As a result, they miss important learning. Leaders need to ensure that they continue to work with these pupils and their families so that the attendance of these pupils improves.

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