Chrishall Holy Trinity and St Nicholas CofE (Aided) Primary School and Pre-School

(Aided) Primary School and Pre-School

Address: Palmers Lane, Chrishall, Royston, Hertfordshire, SG8 8QE Unique reference number (URN): 115195

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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 Strong standard

Pupils develop secure foundational knowledge and skills from their earliest years. Children leave Reception well prepared for Year 1 and access the next stage of learning confidently. Reading and mathematics are particular strengths, supported by consistently strong phonics outcomes and sustained high performance in the multiplication tables check. Pupils retain important knowledge across the curriculum and can recall their learning confidently. Their depth of knowledge and understanding is impressive, and pupils demonstrate this in their work and discussions.

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Achievement Strong standard

There is high achievement across the curriculum, with key stage 2 outcomes consistently above national averages. This reflects leaders’ commitment to ensuring that pupils succeed from their individual starting points. Pupils build knowledge securely over time. Staff identify gaps in learning quickly and provide effective support to help them catch up. Disadvantaged pupils, pupils who did not meet early benchmarks and pupils with additional needs typically make strong progress and are supported to achieve age-related expectations.

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Personal development and wellbeing Strong standard

Leaders have created a well-sequenced programme rooted in the school’s vision, ‘Let Your Light Shine’. 'Conquering Chrishall' promotes the school’s values through progressive challenges that encourage courage, compassion, service and personal responsibility. Leaders place a strong emphasis on developing pupils beyond the academic curriculum and celebrate their achievements regularly. As a result, pupils demonstrate confidence, resilience and a willingness to contribute positively to both the school and wider community.

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Personal development and wellbeing Strong standard

Leaders deliver a comprehensive and effective personal development programme. From Reception onwards, staff teach pupils age-appropriate knowledge about relationships, health, wellbeing and personal safety. Pupils demonstrate a secure understanding of online and offline risks, including cyber bullying, healthy relationships and personal safety. Leaders weave social, moral and cultural development throughout the curriculum and wider school life. They strengthen this provision through Picture News discussions, charitable work, performances and educational visits. Pupils demonstrate strong knowledge of diversity, equality, different faiths and protected characteristics. They also explain fundamental British values confidently, using practical examples from their experiences in school.

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Personal development and wellbeing Strong standard

Leaders create an inclusive personal development offer that enables all pupils to flourish. They provide a wide range of enrichment opportunities, including residential visits, sports, coding clubs, choir, productions, first-aid workshops and community projects. Leaders offer leadership opportunities to all pupils through roles, such as class ambassadors, school council members, worship leaders, eco-representatives and courageous advocates. These opportunities help pupils develop confidence, responsibility and leadership skills.

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Personal development and wellbeing Strong standard

Leaders know pupils well and place a high priority on their wellbeing. Pupils report that adults make them feel safe, respected and supported. Leaders promote positive mental health through wellbeing activities, friendship support, pastoral guidance and opportunities for pupils to discuss worries or concerns. Staff encourage pupils to maintain a healthy

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Expected standard

balance between school and wider commitments and help them develop strategies to manage their wellbeing effectively. Leaders strengthen transition arrangements by inviting former pupils to discuss their experiences of secondary school. This helps current pupils feel confident and prepared for their next steps.

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Attendance and behaviour Expected standard

Attendance is a significant strength of the school. Leaders have robust monitoring systems, challenge absence and maintain high expectations. Attendance remains consistently well above national averages and this strong performance extends to pupils who may face barriers to regular attendance, including pupils with special educational needs and/or disabilities. Leaders take a supportive and inclusive approach, working closely with families to understand individual circumstances and remove barriers rather than relying on sanctions. Persistent absence is exceptionally low and significantly below national figures. Leaders keep governors well informed through detailed analysis and act swiftly where concerns arise, ensuring that pupils attend regularly and are well placed to benefit from the school’s provision.

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Attendance and behaviour Expected standard

Behaviour is calm, safe and contributes to a purposeful environment. Leaders have successfully embedded the 'Super 7' behaviour expectations throughout the school, creating a consistent approach that is understood by pupils and staff. There have been no suspensions or exclusions in recent years, and pupils are respectful, courteous and demonstrate positive attitudes to learning. Staff benefit from training and adapt approaches appropriately for pupils with special educational needs and/or disabilities. Many pupils report that they feel safe and are confident that adults respond quickly and effectively to any concerns, including bullying. Restorative approaches, friendship support and input from external agencies help address concerns proactively. Pupils show enthusiasm for learning, take pride in their achievements and demonstrate resilience and perseverance.

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Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum that reflects the school's context and pupils’ interests. They have a secure understanding of pupils’ starting points and learning gaps and use this information to support staff in refining both curriculum planning and classroom practice.

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Curriculum and teaching Expected standard

Leaders place a strong emphasis on ensuring pupils develop secure foundations, particularly in reading, phonics and mathematics. Phonics is delivered consistently and effectively, enabling pupils, including those who require additional support, to make progress. Staff use assessment well to identify gaps in learning and provide targeted support to ensure pupils consolidate essential knowledge before moving on.

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Curriculum and teaching Expected standard

Leaders ensure learning is meaningful and engaging, for example, by adapting curriculum content to include local history and significant figures relevant to pupils’ experiences. Subject leaders have developed a curriculum that promotes breadth, ambition and strong subject knowledge. Pupils benefit from rich cross-curricular connections, particularly through reading, music, art and local history, which deepen engagement and help bring learning to life.

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Curriculum and teaching Expected standard

Teaching is positive across the school. Teachers provide clear explanations, effective modelling and regular checks for understanding. Learning environments are calm and purposeful, where pupils are engaged and motivated. In some classes, tasks are not suitably adapted to match pupils’ varying levels of understanding. Leaders recognise these areas and have identified them as priorities within the school's professional development programme.

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Early years Expected standard

Leaders have designed an ambitious and carefully sequenced curriculum that supports children’s development across all areas of learning. Staff introduce books, stories and rhymes from the earliest stages. They teach phonics systematically, which makes reading a particular strength. Staff develop children's mathematics, early writing and communication through carefully planned learning experiences. As a result, children are prepared well for Year 1.

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Early years Expected standard

Adults know children well. They use effective questioning, modelling and discussion to extend learning and develop language. They create learning environments that encourage curiosity, independence and exploration. Children respond with positive learning behaviours across the provision.

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Early years Expected standard

Children make good progress from their starting points. They develop secure early reading skills and a genuine enthusiasm for books. As a result, reading outcomes are particularly strong. In Reception, children independently role play the teacher and lead phonics activities during continuous provision. They demonstrate confidence and understanding.

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Early years Expected standard

Leaders and staff create a caring and nurturing environment, where children feel safe and confident. They implement effective transition arrangements that support children's emotional security and help them settle quickly into routines. Leaders place an emphasis on developing self-regulation and emotional wellbeing. Children build positive relationships with adults and peers.

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Early years Expected standard

Leaders have established an inclusive provision. Staff use assessment processes effectively to identify children's needs early and provide timely support. Leaders work closely with families and external agencies. Together, they ensure that children with additional needs access learning successfully and make progress.

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Inclusion Expected standard

Leaders are dedicated to inclusion and know individual pupils and their needs very well. They monitor progress and attainment regularly and maintain an effective culture of early identification through termly assessment, pastoral oversight and multi-agency collaboration. Leaders use pupil premium funding to provide targeted interventions, pastoral support and family engagement. Although the pupil premium strategy is not yet sufficiently precise, leaders tailor support effectively to meet individual pupils’ needs. Leaders work closely with a range of external professionals to secure appropriate support for pupils. Staff increasingly use inclusive approaches and practical adaptations, such as visual timetables, movement breaks and workstations, to reduce barriers to learning. Leaders regularly review the effectiveness of provision and adapt support, when it is not having the intended impact.

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Inclusion Expected standard

Leaders know vulnerable pupils and families well and provide effective pastoral support through regular monitoring, strong relationships with families and collaborative work with external agencies. They maintain a sharp focus on safeguarding and wellbeing, ensuring that pupils receive timely support and that barriers to learning are identified and addressed quickly. Leaders also support pupils with medical needs and other barriers to learning effectively, working closely with families and professionals to promote pupils’ welfare, attendance, engagement and success in school.

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Leadership and governance Expected standard

Leaders provide clear and ambitious direction for the school. They place pupils’ best interests at the centre of decision-making. Leaders have created a caring and inclusive culture, where all pupils can access the curriculum and wider opportunities. They demonstrate an accurate understanding of the school’s strengths and areas for development.

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Leadership and governance Expected standard

Governors bring a wide range of expertise, including education, safeguarding, finance, human resources and law. They provide an effective balance of support and challenge. Governors maintain a clear understanding of school priorities through regular visits, discussions with pupils and reviews of progress against the school development plan. They also contribute to the school's strategic development through collaboration with partner schools.

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Leadership and governance Expected standard

Leaders support staff wellbeing effectively. They promote open communication, implement wellbeing initiatives. They consider workload carefully, when making decisions. Staff survey responses reflect high levels of confidence in leadership. Staff value the headteacher’s visibility, approachability and commitment to their wellbeing.

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Leadership and governance Expected standard

Leaders prioritise professional development and align with school improvement priorities. Staff have successfully embedded whole-school approaches in areas, such as vocabulary development and oracy. Leaders recognise the need to further develop staff expertise in adapting learning consistently to meet the needs of all pupils.

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Leadership and governance Expected standard

Leaders and governors have fostered a strong sense of community. Parents, staff and external partners speak positively about the school. Most parents value the school’s nurturing ethos, strong pastoral care and inclusive approach. The school benefits from strong partnerships with the church, Friends of the School and wider collaborative networks.

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

Pupils flourish in a safe and positive environment. They are encouraged to ‘let their light shine’. Pupils feel that they belong to a caring and inclusive school community, where they are known, valued and respected. They describe staff as approachable and supportive and develop positive relationships with both adults and their peers from an early age. Pupils actively participate in ‘Conquering Chrishall’ activities. These are underpinned by the school's values and help pupils to develop as well-rounded, compassionate and confident young citizens.

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

Pupils arrive calmly into school every day with ease and attend regularly. They participate fully in school life and benefit from the school’s academic, pastoral and enrichment provision. Pupils say that they feel safe in school and know which adults they can turn to if they need help or support. Pupils behave well and understand the school's ‘Super 7’ expectations. They are polite, respectful and assured. They demonstrate positive attitudes towards learning and one another. Bullying is rare, and most pupils are confident that adults deal with any concerns.

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

Pupils enjoy learning and speak positively about the wide range of experiences the school provides. They benefit from a broad and ambitious curriculum that brings learning to life. This helps them develop secure knowledge across subjects. Pupils talk confidently about what they have learned and demonstrate strong understanding. If pupils find things tricky, staff provide additional support when needed. Staff know pupils well.

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

Pupils have many opportunities to contribute to school life through leadership roles, such as class ambassadors, school councillors and courageous advocates. They also participate in a wide range of experiences beyond the classroom. These include sports clubs, productions, community projects and charitable fundraising. Leaders ensure that all pupils, including those who face additional challenges, can access these opportunities. Pupils take pride in their school, contribute positively to the community and develop confidence in themselves and their abilities.

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Next steps

Leaders should continue to further develop staff through professional development, so that staff have a detailed understanding of adapting teaching more precisely for some groups of pupils. Leaders need to further develop their monitoring and analysis of school performance to evaluate the effectiveness of the provision.

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About this inspection

The chair of the board of governors in this school is Joanna Freemantle.

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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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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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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?

National average: 272 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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What does this mean?

Inspection activities: Inspectors spoke with members of the school's leadership, governors, including the chair and the local authority.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

The school is registered as having a Church of England religious character and is part of the Diocese of Chelmsford. The last section 48 inspection was in January 2025.

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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 6 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 needs support at the school. National average: 15%

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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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average

2024/25 (final) 73% 75% 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

2022/23 (final) 78% 71% 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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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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Persistent absence

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

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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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