Chadwell Primary School

Inspection of Chadwell Primary School High Road, Chadwell Heath, Romford, Essex RM6 4EU

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 13 and 14 May 2025

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What is it like to attend this school?

Pupils are happy and enjoy learning at this welcoming, friendly school. They understand the importance of treating everyone with respect. Staff know pupils well. The school has high ambition for pupils to achieve their potential. As a result, pupils are well prepared for their next stage.

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What is it like to attend this school?

Relationships in the school are positive and caring. This starts in early years where children learn to play well with one another, taking turns and showing consideration for others. Pupils enjoy taking part in singing and learning to play a range of musical instruments, performing in assemblies and concerts. A programme of visits brings the curriculum to life. These help build pupils’ character and resilience. Pupils enjoy the range of clubs on offer at lunchtime and after school.

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What is it like to attend this school?

Most pupils behave well in class and around the school. This has a positive effect on their learning. At breaktimes and lunchtimes, they enjoy the range of activities available to them. Bullying is rare and quickly resolved if it happens. Pupils are confident to talk to staff about any concerns that they may have. The school provides a nurturing and caring environment in which pupils are safe and happy.

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

The school’s curriculum is ambitious and carefully designed to ensure that it meets the national requirements. It identifies the important skills and knowledge that pupils need to secure. Content is taught in a logical order, from early years onwards, ensuring that new learning builds on what has gone before.

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

Pupils are encouraged to be active participants in their learning, for example when sharing their ideas through discussion. Staff help pupils to remember essential knowledge. They use appropriate strategies to determine what pupils know and can remember. In many subjects, teachers check pupils’ understanding before moving on to new content, for example by the careful use of questioning. In some parts of the curriculum, however, this is less precise. As a result, at times, pupils’ understanding is less well developed, and some misconceptions remain unaddressed.

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

From early years, routines are established early and followed. This supports children to develop their independence. Staff support children well. Most adult-led activities model new learning and help children to develop their language and communication skills. Children are confident to explore and show resilience when things do not go to plan.

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

Children start learning to read as soon as they join the school. They learn and remember new sounds well. This is because staff implement the phonics programme with precision. Pupils have frequent opportunities to practise and apply what they have learned using books that are closely matched to their phonics knowledge. If pupils fall behind, they receive the support they need to catch up quickly. Staff and pupils share a love of reading. Older pupils read a range of texts with increasing fluency and accuracy. 13 and 14 May 2025

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The school has taken effective action to strengthen the writing curriculum. For example, it has made sure that staff have the subject knowledge they need to teach writing effectively. This is having a positive impact on the quality of writing across the school.

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The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). Support plans for individual pupils are precise and reviewed regularly. Staff have the expertise needed to support pupils in their learning. They make well- considered adaptations to the curriculum to enable all pupils to benefit. Pupils with SEND are fully included in all aspects of school life.

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Pupils display positive attitudes to learning and are keen to do well. They work and play cooperatively. Pupils attend school well. This is because the school ensures there are robust systems used to track attendance and identify any barriers for pupils who do not attend regularly.

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Pupils learn about how to stay safe, including when online. They know how to keep themselves healthy. Pupils value the many opportunities they have to demonstrate their leadership skills, for example by representing their class in the school council, or when acting as library monitors. They carry out their roles diligently and with pride. Pupils know, understand and demonstrate tolerance and mutual respect. They appreciate the characteristics that make people different from each other.

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Leaders, including those responsible for governance, have high ambition for all pupils and want the best for them. Staff feel that their workload and well-being have been carefully considered. They benefit from high-quality training, which enables them to refine and develop their delivery of the curriculum. Staff share their expertise and collaborate very effectively together.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, pupils’ mistakes and misconceptions are not identified and addressed. As a result, some pupils remain unaware when they have misunderstood aspects of what they are learning. The school should ensure that staff have the knowledge and expertise to tackle misconceptions so that gaps in knowledge are addressed consistently. 13 and 14 May 2025

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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). 13 and 14 May 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 27 and 28 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school makes use of one registered provider of alternative provision.  The school is part of a soft federation with one other local primary school.

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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.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 13 and 14 May 2025

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 Inspectors carried out deep dives in these subjects: early reading, mathematics, science, geography and religious education. 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.  Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of parents, 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.  Inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  Inspectors reviewed a range of school documents, including records related to attendance, behaviour and pupil movement.

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 Inspectors met with senior leaders, a selection of subject leaders, teachers and support staff.  Inspectors met with representatives from the governing body. They also spoke with the school improvement adviser from the local authority.  Inspectors considered the views of pupils and staff, including through their responses to Ofsted’s online surveys. They also considered responses to the online survey, Ofsted Parent View, including parents’ free-text responses.

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Inspection team

Robert Grice, lead inspector His Majesty’s Inspector

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Inspection team

Olly Wimborne Ofsted Inspector 13 and 14 May 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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