Chiddingstone Church of England School

Inspection of Chiddingstone Church of England School Chiddingstone, Edenbridge, Kent TN8 7AH

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Inspection dates: 10 and 11 December 2024

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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The headteacher of this school is Kate Haysom. This school is a single academy trust, which means other people in the trust also have responsibility for running the school. The single academy trust is run by the chief executive officer (CEO), who is also Kate Haysom, and is overseen by a board of trustees, chaired by Christopher Darlington.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since March 2015. Since September 2024, schools have not been awarded an overall effectiveness grade. 10 and 11 December 2024

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What is it like to attend this school?

Pupils delight in attending this exceptional school. They feel happy, safe and loved. They show compassion for their friends. Pupils play joyfully at breaktime. Adults and pupils come together each week to dance during the ‘Workout Wednesday’ activity. They form very positive relationships with one another. One pupil, reflecting the views of many, said, ‘I like that everybody works together and supports each other.’

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What is it like to attend this school?

The school is very ambitious for all pupils. Parents and carers are effusive about how well the school enacts its vision of ‘Going above and beyond together’. Corridors are bedecked with high-quality work that reflects pupils’ desire to excel. Children in the early years gain the knowledge needed to prepare them well for the transition to Year 1 with confidence and capability. Pupils are inquisitive. They gain a breadth of knowledge that enables them to thrive. As a result, the strong outcomes in national tests reflect the school’s desire for every pupil to succeed.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. They are consistently polite. They demonstrate superb manners to all they encounter. Older pupils buddy with younger pupils. They visit children in the early years to read and play with them, helping them feel part of the school family.

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

The school provides a curriculum that meets the needs and interests of pupils exceptionally well. There is attention to detail in the curriculum design. As a result, content is relevant and interesting to pupils. The learning across all subject areas has been thoughtfully sequenced. This helps teachers to draw on what pupils have previously learned to secure their knowledge and understanding. The curriculum has been carefully crafted to develop pupils’ wider experience. Pupils engage in a range of trips beyond the school and learn from visitors to the school. For example, pupils visit a range of historical sites and enjoyed a visit from the local fire service.

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

Highly competent leadership supports staff well. Leaders help teachers to manage their workload. This enables teachers to focus their time productively in class. Teachers receive training that refines the way that they teach. Governors work closely with the school to ensure that the ambitious curriculum is being delivered well.

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

The offer for pupils with special educational needs and/or disabilities (SEND) is thorough. Teachers swiftly identify the needs of pupils. They provide adaptations in class that support pupils to learn alongside their peers. The school also provides a range of intervention activities that nurture pupils’ emotional needs well. As a result, pupils with SEND achieve extremely well.

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

Teachers help pupils to embed what they learn. They use questioning to check what pupils know. They swiftly address any misunderstandings as they arise. They make meaningful connections across subjects. As a result, pupils make links between the knowledge learned. This builds purpose to the learning and develops pupils’ strong recall of knowledge. 10 and 11 December 2024

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Pupils enjoy learning and achieve exceptionally well. Children in the early years listen attentively in class and relish learning through play. They quickly learn to read simple words and enjoy story time. The school encourages parents to be part of school life. For example, parents read their child’s favourite story to the class. Older pupils read fluently and have a love of reading. Pupils develop their mathematical knowledge well. Older pupils use their mathematical knowledge to solve a wide range of increasingly complex problems. They apply what they learn to other subjects well. For example, pupils analyse data in geography and measure accurately in science.

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Pupils behave impeccably. Children in the early years demonstrate empathy and understanding towards one another. They take turns and enjoy learning alongside their classmates. Pupils are clear about the school’s expectations for behaviour. They encourage one another to behave well in class. Pupils attend well. The school diligently supports families of pupils whose attendance falls below their expectations. This includes support for pupils with SEND to overcome barriers to their attendance.

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The school provides a rich offer for personal development. There is an extensive offer of clubs and activities. These develop and stretch the talents and interests of the pupils. For example, pupils in the school orchestra and choir perform in concerts and events throughout the school year. Pupils attending forest school develop their resilience and independence. Pupils go on a range of residential trips, including camping and a trip to Paris. These enhance pupils’ cultural experiences. Pupils take on a range of responsibilities. They are empowered to run lunchtime clubs. For example, older pupils run a story-writing club for younger pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 10 and 11 December 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). 10 and 11 December 2024

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School details

Appropriate authority The governing body

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School details

CEO of the single academy trust Kate Haysom

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School details

Dates of previous inspection 26 and 27 March 2015, 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. A section 48 inspection to evaluate the distinctiveness and effectiveness of the school took place in November 2024.  The school provides a breakfast and after-school club on site.  The school does not use any 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. 10 and 11 December 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher, members of the governing body, other leaders and a range of staff at the school.  Inspectors carried out deep dives in these subjects: reading, mathematics, geography, science and design and technology. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  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

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors reviewed a wide range of documents, including those related to the governance of the school.  The inspectors considered the views of parents and carers through their responses to Ofsted Parent View, including the free-text comments. The inspectors spoke to staff and considered the views of staff in the staff survey. The inspectors spoke to pupils and parents during the inspection.

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Inspection team

Graham Chisnell, lead inspector Ofsted Inspector

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Inspection team

Deborah Perkins Ofsted Inspector 10 and 11 December 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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