Chandlers Field Primary School

Inspection of Chandlers Field Primary School High Street, West Molesey, Surrey KT8 2LX

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Inspection dates: 25 and 26 February 2025

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 25 and 26 February 2025

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What is it like to attend this school?

Pupils are safe and happy. They model the school's values such as aspiration, perseverance, and ‘together’ excellently. Pupils know how to keep themselves safe, including when online. Pupils speak with enthusiasm about democracy and value how they contribute their ideas to the life of the school. Pupils love their leadership responsibilities, such as school councillors. They take part in election processes, voting and debates regularly, helping them to develop a strong sense of belonging.

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What is it like to attend this school?

Staff have high expectations of what pupils can achieve. Pupils, including pupils with special educational needs and/or disabilities (SEND), learn the curriculum well. The school is determined for all pupils to succeed across the full curriculum. By the end of key stage 2, pupils are well prepared for their next stage of education.

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What is it like to attend this school?

Behaviour is positive both in lessons and on the playground. Staff have high expectations of pupils’ behaviour and implement the school’s new behaviour policy consistently and fairly. Pupils understand the school’s behaviour system thoroughly. Pupils know that they have trusted adults they can turn to if they have any worries. Staff and pupils have positive relationships. If any pupils find managing their own behaviour challenging, they receive effective support. This helps staff to maintain a highly positive and respectful school culture.

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

The curriculum is highly ambitious, including in the early years. Lessons help pupils to build their knowledge effectively. For example, in English pupils learn increasingly sophisticated vocabulary successfully. Pupils develop spelling, punctuation and grammar positively, learning from mistakes and constructing writing for different genres skilfully. Staff have the same high expectations for pupils with SEND. They use visual aids and thoughtfully adapted resources to enable pupils to be successful. Subjects such as mathematics are planned and sequenced expertly, with clear, connected lessons that build cumulatively to ambitious end points.

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

Staff have strong subject knowledge. They respond well to training that helps them teach the curriculum with increasing consistency across the staff team. In most subjects, staff check pupils’ knowledge and understanding well to help adjust the curriculum and adapt lessons effectively. The school identifies the needs of pupils with SEND quickly. However, at times, some staff do not check how well pupils have learned the curriculum effectively. Staff do not consistently correct pupils’ errors and misconceptions across all subjects. As a result, some pupils do not build on their prior knowledge and learn as strongly as they could.

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

Reading is taught thoroughly. The school has a clear aim for every child to be a confident, enthusiastic reader. The use of 'challenge' texts for more advanced readers, for example, reflects the high ambition of the staff team to further develop pupils' knowledge and vocabulary. Phonics is prioritised. Staff deliver the phonics programme systematically. If 25 and 26 February 2025

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any pupils fall behind in reading, they receive help to catch up with their peers quickly. By the end of key stage 2, most pupils become confident, fluent readers.

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The school’s specially resourced provision for pupils with SEND offers expert support for pupils who have high levels of need. Where necessary, the school works with external specialists such as occupational therapists to help individual pupils with SEND to be successful. Pupils with SEND achieve well.

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Most pupils attend school regularly. If pupils are at risk of lower attendance, the school has begun to do all that it reasonably can to help pupils be in school successfully. There has been a significant positive shift in pupils’ rates of attendance overall. Despite this, a small number of disadvantaged pupils do not attend school as regularly as they should. The school is aware of this and is continuing to develop supportive approaches aimed at uniting the community behind this priority area and making sure pupils do not miss out on the full educational offer that is available to them.

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The school develops pupils’ talents and interests positively, particularly in sports events. School clubs are popular, including netball, football and running. Pupils learn about different faiths and beliefs. They learn to debate challenging issues, such as prejudice, in balanced ways. Educational visits help pupils to connect their learning meaningfully, as well as develop pupils’ resilience and sense of well-being.

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Governors understand their roles and responsibilities. They ensure that resources are managed well and that leaders are held to account for the quality of education. The newly appointed leadership team have a clear understanding of the school's strengths and areas for development. This has led to significant improvement since the school’s previous inspection report. Staff feel valued and are committed to ensuring that pupils receive a high-quality education in a caring, understanding school environment.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some disadvantaged pupils do not attend school as regularly as they should. Despite some recent improvement, rates of persistent absence are high for a small number of pupils. These pupils do not benefit from the full range of opportunities available to them throughout the curriculum or achieve as well as they could. The school should continue to work closely with families and ensure that pupils at risk of missing school receive the support they need to attend school regularly.  At times, some staff do not check what pupils, including some pupils with SEND, know and can do as consistently and effectively as possible. As a result, some pupils, in some subjects, do not learn as well as they could. The school needs to ensure that staff 25 and 26 February 2025

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check for gaps and address pupils’ errors and misconceptions precisely so that pupils build their learning securely over time.

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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.

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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). 25 and 26 February 2025

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School details

Appropriate authority The governing body

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School details

Website www.chandlers-field.surrey.sch.uk

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School details

Date(s) of previous inspection 7 and 8 March 2023, under section 8 of the Education Act 2005

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Information about this school

 The headteacher and chair of governors are both new to their posts since the previous inspection.  The school has a specialist unit (high COIN) for pupils who have high level communication and interaction needs. The provision has 25 places. Currently, 20 pupils attend the provision.  The school runs a nursery.  The school provides a before-school and after-school club, run on site.  The school does not currently 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 provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 25 and 26 February 2025

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 Inspections are a point-in-time evaluation about the quality of a school's education provision.  The inspectors met with the headteacher, other leaders within the school and wider staff. The lead inspector also met with members of the governing body, including the chair of governors. Inspectors also met with a representative of the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, geography, design and technology and history. For each deep dive the inspectors discussed the curriculum with subject leaders, 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, 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

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safeguarding that puts pupils’ interests first.  The inspectors considered the views of parents shared through the Ofsted online survey, Ofsted Parent View. They gathered the views of pupils and staff through the online pupil and staff surveys, as well as through interviews and discussions conducted throughout the inspection.  The inspectors reviewed a range of the school’s documentation, including self- evaluation reports, minutes of governing body meetings, local authority visit reports and behaviour incident logs.

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Inspection team

Carl McCarthy, lead inspector His Majesty's Inspector

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Inspection team

Paul Shaughnessy Ofsted Inspector 25 and 26 February 2025

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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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