Chorleywood Primary School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Chorleywood Primary School Stag Lane, Chorleywood, Rickmansworth, Hertfordshire WD3 5HR

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Outcome

Chorleywood Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

This is a school where there are no boundaries to what pupils can achieve. Pupils respond impressively to adults’ high expectations, and they work hard to be the best they can be. Pupils overcome their barriers to learning with maturity and determination. This includes pupils with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Pupils are empowered to have a voice and to use it. In lessons, for example, pupils have the chance to talk and discuss their ideas. This helps them to think deeply and explore the concepts being taught. Pupils communicate very effectively, drawing on the rich vocabulary they learn.

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What is it like to attend this school?

The school motto of ‘happy and successful’ is lived out. Pupils feel safe, enjoy coming to school and their attendance is typically exceptional. They see school as a place to learn and grow, including with their wider personal and social skills. Pupils’ conduct around the school, in lessons and at play is excellent. Very clear expectations mean that pupils cooperate well in group tasks and know when to apply their focus and concentrate. During their time in school, pupils learn to value the views and backgrounds of others. They are also supported to develop a strong sense of personal identity.

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

The school is persistent in its aim to continually improve. Leaders are determined to ensure that all pupils thrive, whatever their starting points. This is seen in the school’s approach to curriculum. The school makes sure that all teachers have a strong understanding of what to teach and in what order. This careful sequencing helps pupils to 25 and 26 March 2025

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build knowledge securely over time. Pupils’ interests and motivations help shape the wide range of experiences on offer.

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In the early years, children adopt quickly the routines that adults put in place. The staff encourage children to gain independence as they learn and play. This contributes to their confidence as they tackle the meaningful activities provided. Across the school, staff continue to make effective use of pupils’ independent learning abilities. During teaching, adults routinely check pupils’ understanding. Teachers then reshape lessons or activities in response as needed, to help pupils succeed.

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Pupils with SEND access the full school experience alongside their peers. This includes the ambitious classroom learning and the chance to be role models. Ongoing developments to SEND provision in school have been carefully designed and implemented. This has led to effective procedures to identify pupils’ needs. Staff throughout the school have strong knowledge of how to best support pupils with learning. Pupils with SEND have a voice in the processes that are put in place to help them. This results in pupils getting the most helpful and meaningful assistance.

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The curriculum supports pupils to remember what they learn very well. They achieve highly in external assessments, including the phonics screening check. The school continues to refine the reading curriculum to meet pupils’ needs. Staff are well trained to deliver daily lessons and provide quality reading practice. As a result, pupils keep up with the demands of the curriculum. Staff provide extra reading opportunities for any pupils who need them. This ensures that all pupils gain the ability to read with confidence. This is reflected in pupils’ wider curriculum successes.

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The school offers a broad range of enrichment opportunities to support pupils’ development. These reliably planned opportunities include trips, visitors and a wide range of clubs. Pupils develop responsibility and character through the additional roles they have in school. These include class monitors, house captains and well-being leaders. These valued roles give pupils a chance to make a positive difference to their community. Pupils have a high regard for well-being and are prepared well for their learning and life beyond Year 6.

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Leaders have been diagnostic in their approach to improve the school. Where they identify an opportunity to make things better for pupils, they respond. Governors are highly invested in their commitment to the school. For example, they draw on outside perspectives and relevant research to continue to develop their understanding. Governors make effective use of the skills and expertise of individual governors to hold leaders to account. This is seen in their secure knowledge of educational standards in the school.

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Many representatives across the school community value the warm and inviting school atmosphere. It reflects the strong connection that families have with the school. The care and attention of staff are frequently highlighted as a strength of the school by pupils and their parents and carers. Parents recognise the way they school empowers pupils to achieve both personal and academic success. 25 and 26 March 2025

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in February 2019.

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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, 25 and 26 March 2025

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looked-after children (children in local authority care) and/or children who left care through adoption or another formal route). 25 and 26 March 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body Vanessa Rousseau

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School details

Dates of previous inspection 5 and 6 February 2019, under section 5 of the Education Act 2005

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Information about this school

 Since the previous inspection, there has been a change in headteacher. The new headteacher started in September 2024.  The school does not use any alternative provision.  The school provides breakfast and after-school club childcare provision.

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Information about this inspection

 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 inspector discussed the impact of the pandemic with the school and has taken that into account in this evaluation of the school.  The inspector held meetings with the headteacher, interim deputy headteacher, SEND coordinator, the early years leader and a range of teaching and support staff. 25 and 26 March 2025

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 The inspector met with five representatives of the governing body, including the chair of governors. A separate discussion took place with an improvement partner from the local authority.  The inspector visited a broad sample of lessons, spoke to a range of pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: 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 inspector considered responses to Ofsted’s online surveys, including responses to Ofsted Parent View.

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Inspection team

Kristian Hewitt, lead inspector Ofsted Inspector 25 and 26 March 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 looked-after children, safeguarding and child protection.

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