Pyrcroft Grange Primary School

Pyrcroft Grange Primary School

Address: Pyrcroft Road, Chertsey, Surrey, KT16 9EW Unique reference number (URN): 139951

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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 Strong standard

Leaders have established a culture where regular attendance at school is the norm. They carefully check pupils’ attendance rates and successfully reduce the barriers that hinder regular attendance. These strategies are highly effective for all pupils. Fewer and fewer pupils are absent from school. When they are, this is typically due to medical reasons or unauthorised holidays in term time. Attendance rates are consistently above national averages.

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Attendance and behaviour Strong standard

Pupils behave very well. They play harmoniously together. Pupils respect the school rules and routines and live up to the high expectations set by staff. They are polite and courteous to each other and to staff. There is a well-established culture of positive behaviour that new pupils quickly embrace upon joining the school. Pupils demonstrate high levels of self- discipline and value the time they spend with their friends. On the very rare occasions when they have disagreements, including any incidents of bullying, they are resolved amicably and quickly. Pupils are dedicated to their learning. They focus on the tasks that are set because they find them interesting.

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Early years Strong standard

Children get off to a flying start in the early years. Highly trained staff have a deep understanding of how young children learn best. They shape the curriculum thoughtfully, taking children's individual needs into account. Staff work closely with parents and carers so that children’s needs are understood and supported from the outset. Children settle into school routines very confidently. They quickly develop secure and warm relationships with staff across the setting. Across both the indoor and outdoor environments, children happily play and learn in harmony.

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Early years Strong standard

Staff maximise children's learning opportunities through expertly chosen high-quality texts and books. Children excitedly share stories with each other. They join in with much-loved books, songs and rhymes. These activities help to develop children's understanding across all areas of learning and secure their phonics knowledge effectively.

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Early years Strong standard

Staff expertly provide a careful balance of teacher-led activities and opportunities to consolidate and extend learning through play. Staff place a very high emphasis on developing children's language and communication skills. Staff maximise any opportunity to engage in positive interactions with children, particularly those who are less confident or have additional needs.

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Early years Strong standard

Children show perseverance and curiosity in their learning. They proudly share their achievements with staff. Children make rapid progress, achieve highly and are very well prepared for the challenges of Year 1.

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Inclusion Strong standard

Inclusion is a real strength of the school. Leaders are passionate that all pupils, regardless of their barriers to learning and/or wellbeing, feel included and thrive. Staff swiftly and effectively identify the needs of pupils who have special educational needs and/or disabilities (SEND). Leaders work closely with families and a vast array of external professionals. They work hard to ensure that pupils with SEND get the support they need. Parents and carers express gratitude for the support their children receive from school.

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Inclusion Strong standard

Most pupils with SEND access the same ambitious curriculum as their peers. Staff are well trained and experienced. They adapt the curriculum very effectively for pupils in the specially resourced provision for pupils with SEND. Teachers make effective adaptations to learning tasks. Where pupils need more individualised provision, the school responds swiftly and thoughtfully. This targeted approach meets pupils’ individual needs highly effectively. Leaders rigorously check the provision to make sure that it is continually adapted to remove any barriers pupils face. Interventions provide effective support for pupils' academic, social and emotional needs.

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Inclusion Strong standard

Leaders use extra funding for disadvantaged pupils strategically. They use this to support pupils’ academic progression. Leaders track this spending closely to ensure that it improves pupils' outcomes. As a result, any gaps they have in learning typically close quickly.

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Leadership and governance Strong standard

Leaders provide clear and thoughtful strategic direction. They understand the school’s strengths well and have identified the right priorities to keep improving the quality of education and pupils’ wider experiences. Their decisions are rooted in what pupils need most, such as refining the curriculum over recent years and adapting provision when monitoring shows something could work better. Leaders check the impact of their work through regular data discussions, lesson visits and pupil voice. They respond quickly and very effectively when changes are needed.

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Leadership and governance Strong standard

Teachers and wider staff feel valued. Staff describe leaders as supportive and approachable. They feel their workload is manageable and say leaders genuinely care about their wellbeing. Many highlight the regular coaching and training opportunities that help them grow in confidence and develop their careers.

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Leadership and governance Strong standard

Governance is active, informed and closely connected to the school. Governors meet regularly, visit classrooms and use clear data systems to understand and challenge how well strategies are working. They maintain secure oversight of their statutory duties such as regarding safeguarding. The trust provides further support through shared training, leadership development and quality assurance. This strengthens the school’s capacity to keep improving.

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Leadership and governance Strong standard

Professional learning is a notable strength. Staff access regular coaching, professional qualifications and trust-wide training. This has helped to further strengthen teaching and pastoral expertise.

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Expected standard

Leaders engage positively with parents and carers, and the wider community. Families receive regular updates and leaders work with external partners to support pupils’ needs. This collaborative approach helps create a school community that feels, in staff’s words, ‘like a family’, where pupils and families are known and supported.

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Personal development and wellbeing Strong standard

The personal, social and health education and relationships curriculums meet pupils’ needs very well. Leaders go the extra mile to overcome the challenges of disadvantage and additional needs that can create barriers to pupils' learning and/or wellbeing. Leaders have an excellent understanding of what pupils need to thrive. They carefully review the curriculum and make changes where needed so that pupils gain the knowledge they need to be safe and happy. Pupils talk confidently about their learning. They show a deep understanding of how they plan to use their knowledge in their adult lives.

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Personal development and wellbeing Strong standard

In an age-appropriate way, pupils learn about healthy relationships, cultural diversity and people's characteristics, such as race and gender. They have a sound understanding of fundamental British values, including, for example, the rule of law. They show a secure knowledge of right and wrong. The well-planned curriculum makes sure pupils know about different religions and cultures. This broadens their view of the world around them.

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Personal development and wellbeing Strong standard

Leaders provide a range of clubs, trips and events that extend pupils’ learning beyond the classroom. These include trips to bird sanctuaries and finding living things at the local nature reserve. Pupils also benefit from many musical, artistic and sporting opportunities to give them experiences they might not otherwise have. Leaders deliberately plan these to raise pupils’ aspirations and extend their knowledge of the world. They ensure that they remove financial barriers so all pupils can attend. Pupils show excitement and ambition for their futures. This is driven by the school’s `future days' where pupils learn about a broad range of jobs such as police officers. This also includes expertly developing pupils understanding of the importance of financial management and budgeting.

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Personal development and wellbeing Strong standard

Leaders have a deep understanding of pupils' families. Pupils receive effective support for their social and emotional mental health needs. A range of high-quality, bespoke pastoral provision ensures that pupils feel safe, happy and ready to learn.

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Achievement Expected standard

Overall, pupils achieve well. They are ready for the next stages in their education. This is reflected in positive outcomes in the Year 1 phonics check and key stage 2 national tests, particularly in reading and mathematics. Disadvantaged pupils and pupils with special educational needs and/or disabilities progress well through the curriculum from their starting points.

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Achievement Expected standard

Typically, pupils have the knowledge they need to tackle more and more complex tasks. On the whole, pupils are confident in using both their reading and mathematical knowledge in different ways to access the whole curriculum successfully. However, teaching has not ensured that pupils' writing fluency is as well developed. As a result, pupils' letter formation and spelling are not always in line with the school's expectations.

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Achievement Expected standard

Across the school, most pupils develop appropriate knowledge across a broad range of subjects. However, pupils’ knowledge is more detailed in some wider curriculum subjects than it is in others. It is most secure in subjects such as religious education.

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Curriculum and teaching Expected standard

Leaders have put in place a broad, ambitious and well-ordered curriculum. They know where it is working well and where further refinements are needed.

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Curriculum and teaching Expected standard

Throughout the school, reading is the top priority. Carefully chosen diverse texts support pupils’ comprehension and build their vocabulary well. Skilled staff ensure pupils who need further practice receive it so they can read fluently. Some pupils have gaps in their writing fluency, particularly their spelling and letter formation. Leaders' actions to address this are resulting in some improvements for pupils. However, at times, these gaps persist.

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Curriculum and teaching Expected standard

Knowledgeable staff are usually adept at explaining and modelling concepts and new learning. Teaching tasks are typically well designed to help pupils build their learning securely. However, leaders are working to ensure that staff check pupils’ understanding consistently well. This is so that any gaps in knowledge can be identified and addressed as swiftly as possible, which is not currently always the case.

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Curriculum and teaching Expected standard

Staff have a secure understanding of pupils’ needs and vulnerabilities. They support pupils well and adapt learning precisely and responsively to pupils' needs when required. For example, staff use technology carefully and appropriately to help meet pupils identified specific needs and targets. They provide sensitive support so that pupils with special educational needs and/or disabilities can access the curriculum successfully.

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

Pupils belong to a warm and welcoming school where inclusion sits at its heart. Many have additional needs or circumstances, including those who are disadvantaged or with special educational needs and/or disabilities. Pupils thrive in this school because of the expert care and high-quality education they receive. They attend well and come to school with smiles on their faces.

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

Pupils are proud to be part of the Pyrcroft Grange family. They describe their school as their ‘special place where everyone feels wanted’. Staff know the pupils and their families so well and address any barriers pupils may face. Pupils flourish in an environment that is conducive to learning the ambitious curriculum. As a result, they make positive progress from their starting points. Classrooms are calm and purposeful. Pupils are well prepared for secondary school. Pupils show respect and kindness to each other and to adults. Behaviour in school is highly positive, driven by warm and respectful relationships. There are consistently high expectations and clear rules and routines to follow. Bullying and harassment is rare, but when it does occur, pupils trust that staff will help them to sort it out. Support is on hand for any pupils who need extra help to manage their feelings.

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

Pupils learn about equality, diversity and fundamental British values. This helps them to understand the world around them. They know the school's eleven values well. Pupils show these in their daily interactions and they feel safe.

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

Disadvantage is not viewed as a barrier to success. Wider opportunities and the curriculum raise pupils' aspirations. All pupils experience opportunities that broaden their experience and talents. Leaders provide opportunities for pupils to make a difference to their school through leadership roles, especially around sustainability. The pupil eco heroes develop a deep understanding of the importance of looking after the planet. This is displayed through elements such as the living wall they create.

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Next steps

Leaders need to further develop staff expertise in checking and identifying pupils' knowledge gaps so they can be addressed as quickly and effectively as possible in order to deepen pupils' understanding. Leaders should continue to develop pupils' writing by embedding their approach to accurate and well-sequenced letter formation and spelling.

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About this inspection

This school is part of the Bourne Education 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), Alex Russell, and overseen by a board of trustees, chaired by Andy Field.

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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 headteacher and other school leaders during the inspection. Inspectors spoke with representatives from the local governing body, trustees, other leaders within the trust and the CEO from the trust.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has a 20 place on-site specially resourced provision for pupils with special educational needs and/or disabilities.

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Team inspectors:

Chris Toye, Ofsted Inspector Vickie Farrow, Ofsted Inspector

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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 7 July 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?

The school does not use any alternative provision.

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What does this mean?

The school also, under the same registration, runs a nursery, including provision for 2-year and 3-year-olds.

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What does this mean?

Headteacher: Sue Nardoni 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.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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average

2022/23 (final) 66% 60% Close to average

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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) 79% 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

2024/25 (final) 75% 72% Close to average

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average

2023/24 (final) 77% 72% Close to average

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average

2022/23 (final) 76% 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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average

2022/23 (final) 79% 73% Close to average

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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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average

2024/25 (final) 43% 47% Close to average

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average

2023/24 (final) 56% 46% Close to average

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average

2022/23 (final) 50% 44% Close to average

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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

2024/25 (final) 71% 63% Close to average

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average

2022/23 (final) 71% 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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average

2023/24 (final) 56% 58% Close to average

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average

2022/23 (final) 64% 58% Close to average

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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

2024/25 (final) 71% 61% Close to average

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average

2022/23 (final) 71% 59% Close to average

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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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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

2024/25 (3 term) 4.9% 5.2% Close to average

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national average

2022/23 (3 term) 6.5% 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

2024/25 (3 term) 10.2% 13.0% Close to average

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national average

2022/23 (3 term) 17.4% 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. 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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