Christchurch Church of England Primary School

Christchurch Church of England Primary School

Address: The Street, Latchingdon, Chelmsford, Essex, CM3 6JS Unique reference number (URN): 142252

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders prioritise high attendance. They have introduced new approaches to reducing absence and persistent absence. Leaders quickly identify when a pupil's attendance falls below their expectations. When this happens, appropriate support is put in place. This helps pupils to improve their attendance. Overall, absence and persistent absence have both reduced.

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Attendance and behaviour Expected standard

Pupils appreciate the improvements that have been made to behaviour. The behaviour policy has recently been redesigned, and staff have been trained on how to implement it. Staff typically do this well. Pupils are motivated by the chance to win house points for demonstrating the behaviour staff want them to show. Pupils want to work hard in lessons. They regularly show positive attitudes towards their learning. This results in lessons that are typically free from disruption.

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Attendance and behaviour Expected standard

Behaviour has improved during social times. Pupils enjoy the increased opportunities they have to be active during break and lunchtimes. Pupils play nicely together using the equipment the school provides for them on the playground. They often show kindness in the way they include each other in their games. The school does not tolerate bullying. Leaders ensure that staff follow up promptly on incidents if they happen.

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Early years Expected standard

Leaders have designed a coherent curriculum across all areas of learning. The curriculum places a clear priority on children securing the building blocks of knowledge they need in early reading, writing and mathematics. Staff typically have the subject knowledge they need to teach the curriculum well. For example, they follow consistent strategies to support children to become more fluent readers and writers. Children develop increasing confidence at blending sounds together to read and write new and unfamiliar words accurately.

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Early years Expected standard

Staff prioritise developing children's vocabulary. They often seek children out to engage them in conversation. This helps children to expand the language they use. For example, children enjoy chatting together while explaining why different objects will sink or float in the water tray. Carefully chosen activities also help children to develop their concentration and resilience. Children stick to activities they find challenging, such as when digging in the garden to find minibeasts.

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Early years Expected standard

Staff work effectively with parents and carers. This starts from the moment children join the Reception Year. Staff use their knowledge of children to match learning well to their various starting points. Overall, children progress well through the curriculum and leave the Reception Year well prepared for Year 1.

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Inclusion Expected standard

Leaders have a clear approach to identify the needs of pupils with special educational needs and/or disabilities (SEND). They have provided staff with effective training on how to do this. Overall, staff identify the specific needs of pupils well. They then put in place appropriate support that helps to remove some of the barriers to learning and wellbeing that pupils with SEND may face. For example, focused interventions help targeted pupils to improve their understanding of what they read.

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Inclusion Expected standard

Leaders have refined their strategy for how to use the pupil premium funding. This now clearly identifies the barriers disadvantaged pupils typically face. Leaders have supported staff to develop their understanding of how to reduce these barriers. For example, staff ensure that they provide opportunities for pupils to be explicitly taught subject specific vocabulary. This helps to develop pupils' language and understanding in a range of topics and subjects.

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Inclusion Expected standard

Leaders keep a close eye on the progress disadvantaged pupils and pupils with SEND make. This enables them to refine their approaches. Overall, this is done well. Leaders use their oversight of how well individual pupils progress to identify when to engage with more specialist support. The school works effectively with other professionals to provide pupils with this support should they need it.

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Personal development and wellbeing Expected standard

Leaders have introduced new ways to promote pupils' personal development and wellbeing. These are well considered. They have improved the wider offer available to pupils. Pupils leap at the chance to take on one of the new roles and responsibilities. These develop pupils' confidence and instil in them a sense of responsibility. Events in school, such as themed history days, are memorable moments. These help to bring the curriculum to life. They also open pupils' eyes to new experiences. The clubs on offer help pupils to practise existing and learn new talents. Whether learning to play a musical instrument or attending a sporting club, pupils value greatly the chance to hone these skills. Leaders keep an eye on who attends these clubs. This is so they can ensure that disadvantaged pupils fully benefit from what is available to them.

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Personal development and wellbeing Expected standard

The personal, social, health and economic (PSHE) education curriculum is well designed to provide pupils with important knowledge for their futures. They understand why healthy relationships are important. They know what the signs of an unhealthy relationship might be. Pupils are confident in how to keep themselves safe online. Additional events work alongside the PSHE curriculum to enhance it. For example, pupils learn how to keep safe in the community through road safety sessions.

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Personal development and wellbeing Expected standard

The school teaches pupils about important values. Pupils are clear on why democracy is important in giving people a say in what happens. They also understand why respecting those who are different to them is important. Pupils value learning about different faiths, for example. The new resilience programme is impacting positively on pupils. This works well alongside the pastoral offer, which is well matched to those pupils who need some additional support. This all helps to build pupils' confidence for when they leave primary school.

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Achievement Needs attention

Pupils' achievement is inconsistent over time. This includes for disadvantaged pupils. This is shown in pupils' achievement in national tests, which are typically below the national averages. It is also reflected in the current knowledge of some pupils and in the work they produce.

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Achievement Needs attention

Children in the Reception Year typically leave with the building blocks of knowledge in reading, writing and mathematics they need for Year 1. Better phonics teaching supports pupils across the school to become more fluent readers. Leaders' improvements to curriculum design are starting to benefit on pupils' knowledge in places. However, as pupils move through the school, they do not build on their knowledge as well as they should. Inconsistencies in the teaching of writing and mathematics over time leads to some pupils having important gaps in their knowledge. Staff do not close these gaps quickly enough. Consequently, some pupils do not leave as well prepared for secondary school as they need to be.

p.4

Curriculum and teaching Needs attention

There are inconsistencies in the subject knowledge of staff. Staff do not consistently support pupils to make relevant connections between what they already know and their new learning. This hampers pupils' ability to build their understanding over time. This includes for some disadvantaged pupils and pupils with special educational needs and/or disabilities.

p.4

Curriculum and teaching Needs attention

Leaders understand where improvements are still needed to the quality of teaching and the curriculum. They have begun to develop staff's subject knowledge. Staff check where pupils have gaps in their knowledge. However, they do not consistently use these checks to adapt their teaching to help pupils close these gaps.

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Curriculum and teaching Needs attention

The curriculum in the Reception Year teaches children the building blocks of writing ready for Year 1. However, there is not a clear approach to how writing is taught from Year 1 through to Year 6. There are inconsistencies in the expectations of pupils' handwriting, for example. This means pupils are not supported to improve their writing as well as they need to be. In other subjects, leaders have put in place a clearly designed curriculum to build pupils' knowledge. For example, phonics is typically taught well and supports pupils to become increasingly fluent readers.

p.4

Leadership and governance Needs attention

Leaders are not as far along with school improvement as they need to be. Many initiatives are very new. This limits leaders' ability to evaluate the impact of some of their work. Consequently, it hampers the extent to which leaders, including those responsible for governance, can hold school leaders to account. Leaders acknowledge more work is needed to ensure that pupils are better prepared for their next stages. Leaders have rightly identified the need to improve the way they engage with parents and carers. They have started some of this work. Some parents and carers appreciate the improvements that have been made. However, there remains more to do to ensure that relationships with parents and carers are better developed. Leaders engage well with staff. There is a more coherent staff development programme in place. Staff are appreciative of the changes that have been made, such as the clearer approaches to promoting positive

p.4

Leadership and governance Needs attention

behaviour. Staff are proud to work at the school.

p.5

Leadership and governance Needs attention

Leaders are realistic about what the school does well and where improvements are needed. There has been a period of turbulence within leadership since the previous inspection. Leaders are providing more stability. This is starting to bring about positive changes. The decisions leaders take are rooted in what is best for pupils. Leaders have addressed some of the previous development areas. For example, they have implemented a clear phonics curriculum. Leaders have also improved the curriculum in the foundation subjects. They are providing ongoing training for staff in how to teach these curriculums. This is beginning to impact positively on pupils.

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What it's like to be a pupil at this school

Pupils arrive at school in the morning happy to start the day. Caring staff greet pupils with a warm smile and help them to settle into the classroom. Pupils enjoy learning. They like finding out more about the different periods of history they study. Pupils are beginning to benefit from some of the recent improvements that have been made. However, over time, pupils have experienced inconsistencies in the quality of the curriculum and teaching. This hampers how well they achieve and includes disadvantaged pupils. This means some pupils leave for secondary school not as well prepared for their future learning as they need to be.

p.5

What it's like to be a pupil at this school

The school has introduced more precise systems to identify any barriers to learning and wellbeing that pupils may face. Appropriate support is typically put in place to help overcome these barriers. Help for those pupils who struggle to attend to school regularly is effective.

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What it's like to be a pupil at this school

Pupils are increasingly proud of their school. They enjoy representing the school as members of the football team. School councillors and eco-warriors wear their badges proudly. They learn the importance of being responsible through these roles. Pupils generally live the values leaders want them to show. They understand how to be respectful and show this when listening to the different views and beliefs that others hold.

p.5

What it's like to be a pupil at this school

Pupils are positive about the improvements leaders have made to behaviour. They enjoy being together in the dining hall and on the school playground. They play well together when skipping, playing ball games or settling down quietly to a game of cards. Should bullying happen, staff deal with it promptly and fairly. Behaviour has improved within lessons. Pupils want to work hard and they show the positive attitudes that staff expect of them.

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Next steps

Leaders need to ensure that staff understand how to use checks on pupils' learning to adapt the curriculum to close pupils' gaps in knowledge. Leaders need to ensure that there is a consistent and effective approach to the teaching of writing. Leaders need to ensure that they develop staff's subject knowledge, so they are more consistently able to help pupils make connections between existing and new knowledge. Leaders, including those responsible for governance, need to ensure that they evaluate the impact of newly introduced initiatives, so they can identify where to target future school improvement priorities. Leaders need to ensure that they develop and improve their approaches to communicating with parents.

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About this inspection

This school is part of The Diocese of Chelmsford Vine Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Emma Wigmore, and overseen by a board of trustees, chaired by Caroline Haynes. There is also an executive headteacher, Gina Bailey, who is responsible for this school and 3 others.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, the head of school, the deputy headteacher and the special educational needs coordinator, the staff, the CEO, the trust leaders, a trustee, members of the Dengie local schools board and a representative of Chelmsford Diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

When the school was last inspected in 2023, it was called Latchingdon Church of England Voluntary Controlled Primary School.

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About this inspection

The executive headteacher, the head of school and the deputy headteacher have all taken up post since the previous inspection. The executive headteacher joined in November 2025. The head of school joined the school in April 2024. The deputy headteacher took up post in December 2025.

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About this inspection

This school is registered as having a Christian (Church of England) religious character. The last section 48 inspection was in October 2024.

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About this inspection

The school does not currently use any alternative provision.

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Lead inspector:

Michael Williams, His Majesty's Inspector

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Team inspector:

Alastair Heath-Robinson, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 70% 74% Close to average

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average

2022/23 (final) 67% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 78% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 57% 62% Close to average

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average

2022/23 (final) 70% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.14

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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national average

2022/23 (3 term) 6.6% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 16.0% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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