Chingford CofE Primary School

Inspection of Chingford CofE Primary School King’s Road, London E4 7EY

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Inspection dates: 12 and 13 November 2024

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Outstanding Previous inspection grade Good 12 and 13 November 2024

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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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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

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.

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

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. 12 and 13 November 2024

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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(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.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 12 and 13 November 2024

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 November 2024

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School details

Local authority London Borough of Waltham Forest

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 29 and 30 January 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is a voluntary controlled Church of England school. The last section 48 inspection took place in June 2024.  There is a daily breakfast club managed by the school.  The school does not currently use an alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 12 and 13 November 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with leaders and has taken that into account in her evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, physical education and history. To do this, they met with subject leaders, held discussions with staff and pupils, visited lessons and looked at pupils’ work. Other subjects were considered as part of this inspection.  Inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  Inspectors met with senior leaders, a selection of subject leaders, teachers and support staff.  The lead inspector met with representatives from the governing body, including the chair of governors. They also spoke with representatives from the local authority and

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diocese.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The views of pupils, parents and staff were considered through discussions and their responses to Ofsted’s online surveys.

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Inspection team

Una Buckley, lead inspector His Majesty’s Inspector

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Inspection team

Ian Scotchbrook Ofsted Inspector 12 and 13 November 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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