Chaddleworth St Andrew's C.E. Primary School

Chaddleworth St Andrew's C.E. Primary School

Address: Chaddleworth, Newbury, Berkshire, RG20 7DT Unique reference number (URN): 109957

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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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Achievement Expected standard

By the end of key stage 2, pupils are generally prepared well for their next stage of education. Although published test data is not in line with national averages, pupils make successful progress through the curriculum from their starting points. Across core subjects, pupils acquire knowledge and skills appropriately. Most pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils are ready for their next stage of education.

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Achievement Expected standard

Pupils show pride in their work. Leaders have focused on developing pupils’ writing. Pupils’ handwriting is neat, legible and has accurate letter formation and generally accurate spelling. Pupils develop their vocabulary well, including pupils with SEND. For example, pupils talk confidently about the 'Romanisation’ of Britain in response to their history work, and how to use two-point perspective in response to art.

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Curriculum and teaching Expected standard

Leaders ensure the curriculum is well planned and sequenced to help pupils build the essential knowledge they need. Teachers understand the curriculum well. Through effective approaches to teaching, pupils learn the skills they need. Teachers have high expectations for all pupils. They have secure subject knowledge which they implement well. For example, teaching about parts of a plant in science, and in geography, explaining how volcanoes form.

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Curriculum and teaching Expected standard

Leaders make sure pupils learn the basic skills for reading and writing. For example, in teaching pupils to learn to read, younger pupils read books matched to their phonics knowledge. Staff assess carefully to identify when pupils' have gaps in their recognition of letter sounds. Children in the early years learn the correct pencil grip. They develop a confident approach to learning to write. This develops through extended writing opportunities across the curriculum. The mathematics curriculum is logically sequenced and structured to help pupils build their knowledge successfully. However, some activity choices do not help pupils to consolidate some important mathematical knowledge well, such as learning their times tables securely.

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Curriculum and teaching Expected standard

Teachers use appropriate teaching resources and materials to help pupils to build their knowledge. However, a small proportion of pupils need more carefully adapted support to help them do this securely.

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Early years Expected standard

Leaders prioritise the early years and work closely with specialists and advisors to ensure children make a positive start to their school lives. They design the curriculum effectively to support children's progress across all areas of their learning. Strategies to develop children's vocabulary, emotional development and wellbeing are effective. By the end of Reception Year children achieve well and are ready for their next stage of education. The curriculum sequence and key knowledge is set out clearly. It links across areas of learning thoughtfully. The curriculum builds children’s knowledge sequentially and helps them to develop the knowledge and skills that they need. For example, activities to support children's physical development through developing their cutting skills links well to other learning activities to explore expressive art and design. Children learn to read systematically. They learn phonics securely and have opportunities to practice reading and

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Early years Expected standard

writing regularly. Leaders ensure that high-quality interactions strengthen children's vocabulary and understanding across the curriculum.

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Early years Expected standard

Staff know children’s starting points well. Staff track children's progress regularly and systematically. When needed, staff identify children with special educational needs and/or disabilities quickly and ensure that they receive appropriate support. Staff build strong relationships with families that help all children to feel safe and included.

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Inclusion Expected standard

Leaders have established an inclusive approach throughout the school. Staff identify pupils needs quickly and involve specialist support appropriately. Staff know pupils well. They prioritise meeting the needs of pupils with vulnerabilites promptly. Support for pupils with special educational needs and/or disabilities (SEND) is cohesive and underpinned by the high expectations of staff. Staff use a wide range of thoughtful resources to help pupils with SEND to learn effectively. Staff receive well-considered training, enabling them to provide appropriate support for pupils. They develop their knowledge and understanding of pupils’ needs effectively. Staff check the effectiveness of their provision and adjust their support successfully. Partnerships with external agencies, such as speech and language therapists, help the school to provide support that removes pupils' barriers to their learning.

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Inclusion Expected standard

Leaders review pupils' progress systematically, including reviewing the impact of the school's strategy to use additional pupil premium funding. For disadvantaged pupils, leaders understand their barriers well. They provide support for pupils and their families who may need extra help. This helps to ensure that pupils learn the curriculum and participate in all aspects of school life without barriers. Staff support pupils who are known to social care effectively. The school makes effective use of alternative provision. This contributes to supporting pupils' academic progress as well as their wellbeing.

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Leadership and governance Expected standard

Leaders understand the school’s strengths and areas for development thoroughly. The newly developed leadership team have acted quickly and decisively with children’s best interests at the centre of their decision making. Leaders have accurately prioritised improving pupils’ behaviour and attitudes to learning. Leaders share a clear, ambitious vision for providing high-quality education to all pupils and take action towards achieving high educational standards for all pupils. Leaders promote positive and respectful relationships across the school community.

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Leadership and governance Expected standard

Staff professional learning is appropriate and effective, particularly in core curriculum areas such as developing consistent approaches to teaching writing. Staff access appropriate professional learning programmes, such as tailored support for phonics teaching and focused training on behaviour management.

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Needs attention

Governors know the strengths of the school and the current priorities for improvement. They are proud of the strong relationships that exist in the community. Governors understand their statutory duties and carry these out effectively. Governors address any concerns about leaders’ and staff workload and wellbeing through regular checking. Leaders take account of staff wellbeing and make sure that staff feel valued.

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Needs attention

Leaders establish very positive relationships with the parent community. School and home work in partnership effectively, such as through ‘meet the teacher’ events and regular communication through newsletters, class blogs and in-person communication. Parents appreciate the hard work of the staff team.

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Personal development and wellbeing Expected standard

Leaders have developed a clear plan for pupils’ personal development and wellbeing that equips them with the knowledge and skills they need to be ready for their next stage of education. Pupils know about the school’s values and why values are important, for example, describing compassion as caring for others when they need help. Leaders ensure that pupils learn age-appropriate content about relationships and personal growth that meets statutory expectations. Teachers teach sex education in Years 5 and 6 sensitively. Pupils learn in appropriate groupings led by trained staff, creating a respectful and safe learning environment. Pupils demonstrate a secure understanding of key concepts such as online safety, relationships, drugs and anti-social behaviour. They articulate how these issues might relate to their own lives. The involvement of external visitors and specialist visitors, such as the police and fire service, enhances pupils’ knowledge. Leaders check

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Personal development and wellbeing Expected standard

how well pupils understand and recall their learning.

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Personal development and wellbeing Expected standard

Pupils have a wide range of opportunities to broaden their experiences and develop their talents and interests. Community sports events include all pupils. Pupils take part in events such as rugby, football and Tri-Golf. Pupils enjoy whole school educational visits to places such as the beach and the wildlife park. Leaders make sure planned activities are inclusive. Leaders ensure that pupils with barriers to their learning and/or wellbeing are fully involved in all aspects of school life. Leaders track participation to ensure disadvantaged pupils and pupils with special educational needs and/or disabilities participate appropriately. The school's personal development programme contributes to pupils' social and cultural development. Pupils learn about fundamental British values. They have some understanding of concepts such as democracy and why this is important, such as when they vote for house captains. However, this aspect of their personal development is not as well developed.

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Attendance and behaviour Needs attention

Leaders have a systematic and effective approach to supporting pupils to attend school regularly and punctually. If pupils are at risk of lower attendance, staff work closely with pupils and families to address this positively. Staff have thoughtful and caring approaches to families. They work in partnership with parents and carers to remove barriers to attendance. Although attendance is not in line with national averages, attendance for most pupils shows an improving trend over time, including pupils with special educational needs and/or disabilities (SEND).

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Attendance and behaviour Needs attention

Leaders have clear expectations of pupils’ behaviour. However, the school's recently revised behaviour for learning policy is not implemented as effectively or consistently as leaders intend. In lessons, some pupils do not routinely demonstrate the standards of expected behaviours for learning. Most pupils follow the routines staff establish. Staff support pupils with SEND who need it to manage their behaviour effectively and sensitively.

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Attendance and behaviour Needs attention

The school is a generally calm and orderly environment that begins with a positive start to each day. Pupils are happy and confident. They play happily on the playground and most are respectful towards one another. Leaders deal with bullying and discrimination, whether online or offline, quickly and effectively.

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

Pupils are happy at this nurturing school. They know the school's Christian values of community, compassion, courage, trust, perseverance and thankfulness well. Pupils participate in a range of curriculum enrichment opportunities, such as football, drama productions and learning a musical instrument. Pupils with leadership roles, including house captains, sports leaders and worship leaders, enjoy their responsibilities. Beginning from early years, staff involve pupils in all aspects of school life. This helps pupils to develop a keen sense of belonging.

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

Most pupils enjoy their lessons and learn the curriculum well. They build secure knowledge and skills across the curriculum. Pupils develop their vocabulary well. For example, when studying the formation of volcanoes, pupils readily describe the movement of tectonic plates and the role this plays. Although not reflected across published test results, pupils achieve an appropriate standard in reading, writing and mathematics.

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

Staff support disadvantaged pupils and those known to social care thoughtfully. They identify the needs of pupils with special educational needs and/or disabilities quickly. Staff generally adapt teaching and resources effectively. Pupils access learning successfully and develop increasing independence. However, at times, a small proportion of pupils with barriers to their learning do not receive learning activities adapted appropriately for their needs. As a result, they do not secure the knowledge to progress through the curriculum well.

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

Pupils feel safe. They attend school regularly and know that if bullying happens at the school, staff resolve it supportively. Pupils typically behave well. However, some staff do not always apply the behaviour policy across all classes consistently. This means some pupils do not manage their relationships with peers and staff as positively. Leaders have acted by implementing the recently revised behaviour policy fully across all classrooms.

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Next steps

Governors should further develop their knowledge and expertise to provide robust support and challenge to leaders that results in improved achievement, behaviour and attendance for pupils consistently and effectively across the federation. Leaders should ensure that the recently developed behaviour policy is consistently and effectively implemented across the staff team so that all pupils develop positive attitudes to their learning. Leaders should ensure that the curriculum is adapted precisely for pupils who need additional support to enable all pupils to build on what they know more securely across all curriculum subjects. Leaders should ensure that mathematics lessons strengthen pupils' learning of mathematics, including times tables knowledge, resulting in improved published outcomes for all pupils over time. Leaders should further develop the programme of personal development and wellbeing so that the school's teaching of British values is understood clearly by all pupils.

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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

Inspection activities: Inspectors spoke with the headteacher and other school leaders. Inspectors also spoke with a representative of the local authority and the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Chaddleworth St Andrew’s C.E. Primary School and Shefford C.E. Primary School are federated. Both schools are overseen by a single governing body. The Shefford C.E. Primary School site is used as the main place of education for pupils from both schools. The pupils from both schools learn side by side in school and wear the same uniforms.

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About this inspection

Chaddleworth St Andrew’s C.E. Primary School and Shefford C.E. Primary School were inspected at the same time. Although the two inspections were distinct, some elements of the inspection were combined and evidence shared.

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About this inspection

Since the last inspection, the overall leadership structure has changed. The school appointed a new headteacher in September 2025.

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About this inspection

The school uses one unregistered alternative provision.

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About this inspection

The school runs breakfast clubs and after-school clubs.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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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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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Pupils reaching the expected standard in mathematics

The percentage of 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

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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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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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

2022/23 (3 term) 6.2% 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) 15.4% 16.2% Close to average

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Exceptional

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

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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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