Schools & FE · Report card

Churchend Primary Academy

Inspected 9 Sept 2026 · published 7 Oct 2026 · URN 136457

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Summary

No overall grade in this frameworkSafeguarding met

Martin Dyer (lead), Laura James, Neil Pilsworth

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
9 Sept 2026
Inspectors verified
Laura James, Martin Dyer, Neil Pilsworth
Postcode verified
RG30 4HP
Name on report verified
Churchend Primary Academy
Safeguarding verified
Met
URN verified
136457

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Deep dive

What this report says

In plain English

very positive

Academy judged to meet safeguarding standards, with pupils learning well and feeling safe and happy.

Inspectors found safeguarding standards are met and pupils feel safe. Pupils learn successfully across the curriculum, and outcomes are broadly in line with national averages. Attendance is improving but remains less secure for a small group of pupils, and some checks of understanding are inconsistent.

Going well

Safeguarding standards are met and pupils feel safe
Pupils learn successfully, including disadvantaged pupils and those with SEND
Early years curriculum is ambitious and children achieve well
Staff are proud to work at the school and value leaders' support
Pupils benefit from a broad personal development offer and leadership roles

To improve

Attendance is less secure for a small group of pupils, including some disadvantaged pupils
Teachers' checks on understanding are not consistently effective in identifying misconceptions and gaps

Summary written by AI (claude-haiku-5-5) from the report text. It can miss nuance: the report itself is the record.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+67Positivemore positive than 38% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositiveeffectivepositivelysecurehigh expectationssuccessfullywell prepared

Criticismconcernsgapsnot consistentlyconcernabsencenot yetlowervariation

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1525w+71
Leadership242w+33
Safeguarding51w−11
What needs to improve45w0

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

However, variation in the effectiveness of these checks means that misconceptions and gaps in knowledge are not consistently identified and addressed. p.3

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,863; about usual (typical 1698)
Reading level: Hard; Flesch 37, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 35%

Full report text

Churchend Primary Academy

Address: Usk Road, Tilehurst, Reading, Berkshire, RG30 4HP Unique reference number (URN): 136457

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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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Pupils learn successfully across the curriculum, including disadvantaged pupils and those with special educational needs and/or disabilities. This is reflected in pupils' key stage 2 outcomes, which overall are in line with national averages. Curriculum adaptations aimed at strengthening pupils' early reading, writing and mathematics knowledge have improved their attainment over time, including in the phonics screening check.

p.2

Achievement Expected standard

Generally, pupils remember their learning well, forming links with what they already know when they learn new knowledge and concepts. Those who join the school with lower starting points make effective progress over time. As a result, pupils are generally well prepared for the next stage of their education.

p.2

Achievement Expected standard

From the early years onwards, pupils' work reflects the positive progress they make over time. Pupils' recall of their learning across subjects beyond mathematics and English is sound. Teachers support this by regularly revisiting learning and providing opportunities for pupils to practise and hone key skills.

p.2

Attendance and behaviour Expected standard

Pupils want to attend regularly. This reflects the positive relationships and inclusive culture across the school. Leaders have a secure understanding of absence and the reasons that influence pupils' attendance. They work proactively with parents, carers and wider professionals to remove barriers to regular attendance. This work is generally successful. It is reflected in attendance rates that continue to improve and are broadly in line with national averages. However, attendance remains less secure for a small group of pupils, including some disadvantaged pupils, whose attendance is not yet as consistent as that of their peers.

p.2

Attendance and behaviour Expected standard

There are high expectations for pupils' behaviour. Systems for identifying, recording and responding to behaviour are robust. Leaders maintain detailed records and analyse patterns regularly. They use this information effectively to implement tailored support for individual pupils and address wider trends. Pupils respond positively to collective and individual praise and rewards. They try hard and take pride in their learning. The majority of pupils are attentive and motivated, needing few reminders to concentrate. Bullying and discriminatory incidents are rare and are investigated thoroughly. Consequently, pupils trust adults will support them and keep them safe.

p.2

Curriculum and teaching Expected standard

Since the previous inspection, leaders have ensured that the school's curriculum includes the key knowledge and skills that pupils need to learn. It is broad and ambitious. Teachers demonstrate secure subject knowledge and model learning effectively. This helps pupils to develop new knowledge and engage positively with the curriculum. Leaders provide appropriate training to develop staff expertise across subjects. Staff are generally effective in supporting pupils to understand, remember and apply new learning and vocabulary. Leaders prioritise the development of pupils' reading and writing skills. Pupils are taught the sounds and patterns required to read and spell words accurately. Staff provide regular opportunities for pupils to apply and practise these skills through reading and writing activities. This helps to build their confidence and fluency. Pupils who require additional support, including those with special educational needs and/or disabilities, benefit from

p.2

Curriculum and teaching Expected standard

timely intervention. This enables them to catch up successfully and access the wider curriculum.

p.3

Curriculum and teaching Expected standard

Typically, teachers check pupils' understanding to assess what they know and remember. However, variation in the effectiveness of these checks means that misconceptions and gaps in knowledge are not consistently identified and addressed.

p.3

Early years Expected standard

Leaders have created an ambitious curriculum for early years. They consider children's prior learning and interests. Staff plan activities that build on what children already know and can do, whatever their starting points. Consequently, children who encounter barriers to learning achieve well and remain on track with their peers.

p.3

Early years Expected standard

Children in the early years are content, settled and receive high-quality care. Their emotional wellbeing is given high priority. Teaching staff strike an appropriate balance between providing support and encouraging children to develop independence and confidence. Staff sustain constructive, trusting relationships with parents and carers. As a result, families are well placed to support their children's learning at home. Parents feel comfortable raising any concerns with staff.

p.3

Early years Expected standard

Effective transition processes help new starters to settle quickly and develop positive relationships. Reading is prioritised through focused phonics teaching. Children develop their phonics knowledge and understanding. This enables them to read and write basic words and phrases. At the end of Reception Year, staff communicate clearly between the early years and Year 1. Teaching supports children, including those with special educational needs and/or disabilities and those who are disadvantaged, so that they are typically well prepared for their next steps of education.

p.3

Inclusion Expected standard

Leaders ensure they identify pupils' needs quickly. This includes working with other professionals to support disadvantaged pupils and those who find it difficult to attend school regularly. Leaders communicate pupils' needs precisely to staff. This enables teachers to identify potential barriers to learning and attendance accurately. Leaders ensure that staff are well equipped to support pupils. A structured training programme helps develop staff knowledge and expertise. As a result, staff are increasingly effective in meeting pupils' needs. This work generally helps pupils to overcome barriers to learning. Pupils typically make secure progress from their individual starting points.

p.3

Inclusion Expected standard

Leaders maintain a firm focus on disadvantaged pupils and use additional funding effectively. They prioritise reducing barriers to participation in the school's wider offer. For example, they track pupils' engagement in visits, trips and clubs and offer support to increase take-up of these opportunities. As a result, pupils feel included, supported and part of the school community. Leaders provide tailored pastoral support to promote pupils' emotional wellbeing. This helps pupils to understand and regulate their emotions, develop confidence and manage their behaviour effectively. Typically leaders' actions have a positive impact on pupils' outcomes and experiences.

p.3

Leadership and governance Expected standard

Leaders at all levels have a secure and accurate understanding of the school's context, strengths and areas requiring further development. Staff training and development are closely coordinated with the school's strategic priorities. Working alongside the trust, leaders have taken appropriate action to address areas of concern. They ensure that decisions and improvements are shaped by the needs of pupils, including those who face additional challenges related to their wellbeing, attendance or learning. Trust leaders undertake regular reviews, which provide them with a clear understanding of the school's effectiveness. School leaders value the challenge and support offered by the trust.

p.4

Leadership and governance Expected standard

Those responsible for governance fulfil their statutory responsibilities diligently. Governors offer a balanced level of support and challenge, while trustees maintain a secure understanding of the school's context. They ask pertinent questions about leaders' actions to drive school improvement. Leaders have fostered a culture in which pupils benefit from a well-rounded and stimulating education.

p.4

Leadership and governance Expected standard

Staff are very proud to work at the school. They value how leaders, governors and members of the trust help them balance their workload. Staff feel able to maintain a healthy work-life balance. They welcome the professional development opportunities provided by leaders and recognise how these have helped to develop their practice.

p.4

Leadership and governance Expected standard

Parents and carers value the approachable nature of staff and feel their views are listened to. They appreciate the progress their children make through the school. This includes parents of pupils with special educational needs and/or disabilities.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from the school's approach to their personal development. They understand the school's values and aspirations for their future success. As a result, they develop important learning characteristics, such as independence and resilience, which help them to learn effectively. Pupils appreciate the opportunities they have for leadership responsibility. Roles such as school councillor, librarian, eco champion and house captain enable pupils to contribute positively to school life. These experiences support pupils to develop a broader understanding of democracy, sustainability and responsibility. Older pupils act as positive role models for their younger peers.

p.4

Personal development and wellbeing Expected standard

Pupils learn how to assess and manage risk effectively. They develop a secure understanding of first aid, online safety and road safety. They know who to approach if they have any concerns. Leaders promote fundamental British values effectively, and pupils have a secure understanding of these. They demonstrate this through respectful relationships and considerate attitudes towards others. The school meets its statutory requirements for relationships, sex and health education. Pupils are well prepared for life beyond the school. The school provides a range of opportunities for pupils to develop their talents and interests. These include clubs, trips and residentials. Pupils enjoy participating in choir, running and drama clubs. Leaders track attendance closely and ensure disadvantaged pupils are encouraged to participate. Pupils enthuse about their opportunities to go on residentials, keenly recalling what they learn from them. Adaptations are provided where needed so that

p.4

Personal development and wellbeing Expected standard

Leaders and staff know pupils and their families well. This enables them to provide tailored pastoral support, particularly for those who face barriers to their wellbeing. The school's skilled staff help pupils to address concerns effectively, enabling them to focus on learning.

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