St Paul's CofE Primary School

St Paul's CofE Primary School

Address: Orchard Road, Chessington, Surrey, KT9 1AJ Unique reference number (URN): 102590

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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 in which regular attendance is valued and routinely achieved. They check attendance rates closely and address barriers that affect individual pupils and families. Leaders support parents and carers while providing appropriate challenge when pupils are absent, and take swift action to reduce persistent absence. As a result, attendance rates are consistently above national averages, and the proportion of pupils who are persistently absent is well below the national average.

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Attendance and behaviour Strong standard

Pupils behave consistently well. Classrooms and shared areas are calm and orderly. Pupils play together harmoniously at social times. Pupils’ behaviour reflects leaders’ very high expectations. Clear, effective routines are embedded across the school. In discussions, pupils listen respectfully to their peers and share their views with confidence. Older pupils act as role models for younger children.

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Attendance and behaviour Strong standard

Pupils feel safe. They know that staff take their worries seriously and act swiftly to resolve them. Bullying is rare, and pupils trust staff to deal with it effectively should it occur. Staff provide tailored support for pupils who need help managing their emotions, helping them to develop strategies to stay settled or to manage their emotions in stressful situations.

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Early years Strong standard

Leaders ensure that children get a high-quality start to their education in the early years. Staff work closely with families to understand children’s strengths, needs and experiences when they join the school. They quickly identify any children who need extra support and put it in place. As a result, children feel safe, settle quickly and make a highly positive start to their learning.

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Early years Strong standard

Communication and language is central to the early years curriculum, which is carefully sequenced so that children build knowledge and skills across all areas of learning, including mathematics. Staff model language skilfully. They encourage meaningful conversation and help children to communicate confidently. From the moment children join the school, they learn to read through phonics, taught skilfully by staff.

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Early years Strong standard

Staff use assessment information precisely to check what children know and can do, and swiftly address any gaps in their understanding. Children with special educational needs and/or disabilities, and those who are disadvantaged, are fully supported to succeed. Clear routines and expectations enable children to thrive socially and emotionally, and children leave the early years very well prepared for Year 1.

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Inclusion Strong standard

Leaders identify pupils’ needs quickly and accurately. This includes the needs of disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND), and pupils who speak English as an additional language. Leaders provide tailored support to pupils individually and in small groups to address specific gaps in their learning. Leaders check the impact of this support closely, review it regularly and make swift adjustments when needed. As a result, pupils grow in independence over time and take a full part in lessons and wider school life.

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Inclusion Strong standard

Staff receive training that builds their confidence and expertise in supporting a wide range of needs. Leaders work closely with external specialists, including speech and language therapists and educational psychologists, to review and refine provision further. As a result, most pupils with SEND make secure progress from their starting points.

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Inclusion Strong standard

Disadvantaged pupils take a full and active part in school life alongside their peers. Pupils who face barriers benefit from support in lessons and participate in a broad range of clubs and outings, including residential visits. Leaders use additional funding carefully. Together with the governing body, leaders maintain clear oversight of funding and provision, ensuring that support has a positive impact.

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Leadership and governance Strong standard

Leaders and the governing body have an accurate and detailed understanding of the school and the community it serves. They lead the school with integrity and purpose. Leaders are ambitious for all pupils and have established a culture of high expectations, underpinned by a clear determination that pupils should be enabled to flourish. Leaders identify priorities for improvement accurately and monitor these carefully. Where standards are not to the level leaders intend, particularly in mathematics for disadvantaged pupils, they have taken effective action, although the full impact of this is not evident in pupils’ outcomes. Leaders make thoughtful use of the school’s resources and staffing to secure the best outcomes for pupils.

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Leadership and governance Strong standard

The governing body understands its statutory duties well and carries these out diligently. It offers robust challenge to leaders, alongside meaningful support. Members scrutinise the use of resources, including additional funding. The governing body has adapted well to recent changes, including the school’s involvement in a partnership with another local school. It has continued to provide helpful oversight throughout. Leaders and the governing body are mindful of staff workload and wellbeing, particularly during a period of significant change for the school. Staff value the training and development they receive. Parents and carers are typically very positive about the school and value the care their children receive from staff.

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Personal development and wellbeing Strong standard

The school's thoughtful personal development programme gives pupils valuable experiences that prepare them well for life beyond the school.

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Personal development and wellbeing Strong standard

Pupils develop a secure, detailed knowledge of the curriculum and can confidently recall what they have learned. Important themes, including how to stay safe online and out in the community, are revisited as pupils move up through the years. Pupils develop a secure understanding of fundamental British values, which are woven throughout school life. Pupils know that discrimination is wrong and that personal opinions should be respected. They link these principles to the school’s shared values of commitment, courage and love. Pupils show respect for diversity and understand protected characteristics in a way that is

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Expected standard

appropriate for their age, drawing on what they have learned in religious education and in personal, social and health education lessons.

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Expected standard

There is a clear focus on pupils’ emotional wellbeing and resilience. Pupils receive individual support when they need it, helping them feel that they truly belong here. Pupils also benefit from a broad and carefully planned programme of experiences beyond the classroom, including a residential trip in Year 6 and regular trips to museums, galleries and places of worship. Leaders track pupils' participation closely, ensuring that vulnerable pupils benefit as fully as their peers.

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Expected standard

Through their leadership roles, pupils have a meaningful influence on school development. For example, leaders responded to a proposal from the school's faith representatives by introducing a daily period of prayer and reflection.

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Achievement Expected standard

Pupils’ results in the end-of-Year-6 national tests for reading, writing and mathematics have been broadly in line with national averages. The proportion of pupils who reach the higher standard in reading, writing and mathematics combined is well above the national average. Most pupils, including those with special educational needs and/or disabilities, make secure progress from their starting points. Achievement in writing is a notable strength.

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Achievement Expected standard

However, disadvantaged pupils do not achieve as well as disadvantaged pupils nationally, particularly in mathematics. Leaders have made improvements to the curriculum and to teaching. Pupils’ knowledge and skills in mathematics are now developing more securely. This has not translated into improved outcomes for disadvantaged pupils in Year 6 national tests.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum and teaching. They have put in place a curriculum that reflects the school’s context. They have made recent improvements to some subjects, such as history and geography. The curriculum sets out the key knowledge, skills and vocabulary that pupils need to know, and is appropriately challenging.

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Curriculum and teaching Expected standard

Leaders provide all teachers, including those new to the profession, with effective training and support. As a result, staff generally demonstrate secure subject knowledge and typically deliver the curriculum well. Teachers use a range of techniques to help pupils learn and make progress. Reading and phonics are prioritised, benefiting all pupils, including those who speak English as an additional language. Staff adapt the curriculum so that pupils with special educational needs and/or disabilities learn successfully alongside their peers. Where needed, pupils study a bespoke curriculum, based on their starting points and learning needs. However, in some subjects, including history and geography, these checks are not as routine. As a consequence, pupils’ recall of previous learning is variable, and some pupils do not know and remember as much as they should.

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

Pupils are proud to belong to this school. From the time they arrive in the morning, pupils settle to their learning and rise to the academic challenges their teachers set. Pupils know that leaders and staff expect a great deal of them, and they work hard to live up to these high expectations.

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

Pupils are kind to one another and treat staff and visitors with the same consideration. They move around the school sensibly and behave with integrity. Bullying is rare. Pupils are confident leaders and will sort out any problems quickly. As a result, pupils feel safe and supported.

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

Pupils know that staff recognise their individual strengths and their needs, and they are confident that they will receive appropriate help at the right time. When needed, pupils benefit from extra support to build their confidence and social skills. Pupils with special educational needs and/or disabilities, and those who are disadvantaged, know that, if they need help, or are struggling with an aspect of learning or wellbeing, a member of staff will help them.

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

Pupils talk with genuine enthusiasm about the clubs and activities they take part in. They speak maturely about taking responsibility for their own actions. Pupils know that their views matter and that staff listen to them, whether through pupils' leadership groups, pupil surveys or everyday conversations around the school.

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

Typically, pupils achieve well and are well prepared for the next stage of their education, including pupils with special educational needs and/or disabilities and children in the early years phase. Pupils leave the school as confident, considerate individuals who are ready for secondary school.

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Next steps

Leaders should embed routine checks on pupils' prior knowledge across all subjects, so pupils are helped further to build secure, lasting knowledge. Leaders should ensure that recent improvements to the mathematics curriculum and teaching translate into better outcomes for disadvantaged pupils in national tests.

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About this inspection

The chair of the board of governors in this school is Thomas Athayde.

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Team inspectors:

Edison David, Ofsted Inspector Jonathan Roddick, 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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School capacity

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

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School capacity

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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School capacity

During the inspection, inspectors spoke with pupils, staff, senior leaders and members of the governing body. They also spoke with representatives of the local authority and the diocese.

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School capacity

Inspectors confirmed the following information about the school:

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School capacity

The school currently uses no alternative provision.

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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.

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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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average

2024/25 (final) 69% 62% Close to average

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average

2023/24 (final) 54% 61% Close to average

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average

2022/23 (final) 63% 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) 81% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 73% 74% Close to average

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average

2023/24 (final) 77% 73% Close to average

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average

2022/23 (final) 70% 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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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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average

2023/24 (final) 63% 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

2023/24 (final) 63% 59% Close to average

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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. 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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