Takeley Primary School

Takeley Primary School

Address: Bennet Canfield, Little Canfield, Dunmow, Essex, CM6 1YE Unique reference number (URN): 142049

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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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Early years Strong standard

Leaders prioritise the early years. They provide children with the strong foundations they need for future success in school. The curriculum is well sequenced and astutely adapted so that it is suitable for children's needs and abilities. Teachers ensure a continuous focus on early phonics and mathematics so that children secure this important knowledge that is needed for wider learning.

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Early years Strong standard

Extensive transition work ensures that children settle quickly into the routines and expectations of school. Teachers take time to understand children's starting points and individual needs. They know the children very well, including those with special educational needs and/or disabilities. Expertly crafted activities ensure continuous progression and skill development. As a result, a high proportion of children achieve the knowledge and skills expected for their age by the end of Reception Year. Leaders forge positive relationships with parents and carers through clear, ongoing communication. As a result, children and their families feel welcomed into a vibrant school community.

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Early years Strong standard

Relationships between staff and children are warm and caring. Staff take every opportunity to develop pupils' language skills and vocabulary through high-quality interactions. For example, 'snack and chat time' introduces a new word every day. The purposeful learning environment is organised and stimulating. Staff teach children routines from the very start. This supports them with positive behaviour and social interactions. Children develop into inquisitive, independent and confident learners. They are very well prepared for learning in Year 1 and beyond.

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Achievement Expected standard

Pupils' achievement is steadily and markedly improving. The proportion of pupils achieving the expected standard in reading, writing and mathematics combined at the end of Year 6 was above average in 2025. Pupils, including those with special educational needs and/or disabilities, make secure progress from their starting points. Most disadvantaged pupils achieve well. However, some do not achieve as well as they could over time, particularly in mathematics. Leaders have identified this and have taken appropriate action to address gaps in learning and improve outcomes. This is reflected in recent published outcomes and the quality of work in pupils' books across the curriculum.

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Achievement Expected standard

Leaders' focus on phonics means that most pupils read fluently and confidently by the end of key stage 1. In reading, pupils, including disadvantaged pupils, often achieve better than their peers nationally. Pupils across the school apply their knowledge confidently to their learning. Where pupils have gaps in their knowledge in reading, writing and mathematics, leaders ensure that they receive timely support so that they catch up with their peers. This means that pupils leave school well prepared for their next steps in education.

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Attendance and behaviour Expected standard

Pupils enjoy coming to school and attend well. Leaders pay close attention to patterns of attendance and intervene swiftly when they fall short of their high expectations. Leaders work closely with parents and carers to ensure that attendance is a high priority. Where necessary, they work in conjunction with external agencies, such as the local authority, to reduce barriers to attendance. As a result, many pupils attend regularly, and few are absent frequently.

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Attendance and behaviour Expected standard

The school is calm and orderly. Leaders have embedded clear routines and high expectations for behaviour that are well understood by pupils. Pupils typically behave well and model the school's 'Be' values. They get on well with each other, and bullying is rare. Staff apply the behaviour policy consistently and deal effectively with any unkindness if it occurs. Leaders have created a highly positive culture that is based on warm and caring relationships. They have ensured that staff receive high-quality training to help them support pupils who struggle to manage their emotions. In general, pupils show positive attitudes to learning and are keen to do well. Older pupils act as play activity leaders to support positive playtimes. At social times, leaders encourage pupils to take part in a range of activities that engage them and support positive interactions, as well as providing calm and quiet spaces

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Curriculum and teaching Expected standard

Leaders have implemented an ambitious curriculum. They have identified the key knowledge and vocabulary that pupils need to learn to be successful. Leaders have given considerable thought to the order in which this is taught so that pupils build on previous learning. Recently, they have adapted the curriculum so that it is suitable for mixed-age classes. Reading is given a high priority. The curriculum promotes a love of reading through the inclusion of high-quality texts. Phonics teaching is very effective and supports pupils at the early stages of learning to read. Staff focus on ensuring pupils have the strong foundations they need in reading, writing and mathematics. Where they identify gaps in this knowledge, leaders ensure that pupils receive the additional support they need to catch up with their peers.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching across the school. They provide training to equip teachers with the skills and expertise they need. Typically, the curriculum is delivered in line with leaders' expectations. However, leaders recognise that this has not yet resulted in consistency across all subjects and classes. Where teaching is most effective, teachers carefully check pupils' understanding and adjust activities accordingly. In general, they have a secure understanding of how to adapt activities so that pupils can access the curriculum. This includes pupils with special educational needs and/or disabilities.

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Inclusion Expected standard

Leaders have established clear systems and processes that swiftly and accurately identify pupils' barriers to learning and/or wellbeing. This includes those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known or previously known to social care. Leaders provide staff with up-to-date guidance and training. As a result, provision is generally effective in supporting pupils to achieve their next steps.

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Inclusion Expected standard

Leaders have established positive relationships with parents and carers and involve them in decision-making. They work closely with external agencies, such as the virtual school, to ensure that children in care receive well-planned pastoral support. As a result, they achieve well and thrive.

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Inclusion Expected standard

Leaders use the pupil premium funding appropriately. Disadvantaged pupils receive additional support that is specific to their needs. This includes access to enrichment activities, clubs and trips. Disadvantaged pupils make secure progress from their starting points as they move through the curriculum.

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Inclusion Expected standard

Pupils with SEND access learning in classrooms alongside their peers. In general, they make appropriate progress from their starting points. However, at times, a small number of pupils with multiple needs do not benefit as well as they could. Leaders recognise this and are taking the right actions to address this.

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Leadership and governance Expected standard

Leaders, trustees and governors are reflective and ambitious. They place pupils firmly at the centre of their decision-making. Together, they have identified the school's strengths and areas for development. They work collaboratively to ensure that school improvement is continuous, taking swift action to ensure that they maintain and improve all aspects of the school's work. They have developed a positive and inclusive culture that makes pupils and their families feel welcome.

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Leadership and governance Expected standard

Leaders and staff have a clear, shared vision for the school. Together, they are an effective team. Staff are proud to be members of this school community. They trust that leaders give consideration to their workload and wellbeing. They appreciate the opportunities to further develop their expertise and understanding, working with colleagues from across the trust. The programme of professional development supports progress towards the school's improvement priorities and individual staff to develop and broaden their expertise.

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Leadership and governance Expected standard

Those with responsibility for governance know the school well. They are well equipped to carry out their statutory duties. They provide an appropriate balance of support and challenge, ensuring that pupils fulfil their potential, both academically and socially.

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Leadership and governance Expected standard

Leaders have established positive relationships with parents and carers. This results in close collaboration between school and home and contributes to a shared feeling of community.

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Personal development and wellbeing Expected standard

Leaders have a clear vision for promoting pupils' personal development. They have implemented a curriculum that teaches pupils how to stay safe, be healthy and be respectful of others. Pupils have an age-appropriate understanding of healthy relationships and how to stay safe online. The school's 'Be' values are woven through school life. They underpin pupils' positive relationships with each other and staff. Most pupils understand the values and demonstrate respectful and tolerant attitudes. Pupils speak positively about the school’s inclusive culture and feel a strong sense of belonging to 'Team Takeley'. However, pupils are less secure in understanding how these values can be applied to life outside of school.

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Personal development and wellbeing Expected standard

Leaders prioritise high-quality enrichment activities that suit pupils' needs and interests. They use pupils' views to determine the choice of clubs and activities. Many pupils take part in extra-curricular clubs such as cheerleading, karate and craft club. The extensive range of leadership opportunities helps pupils to develop resilience, empathy and collaboration skills. Older pupils enjoy acting as buddies and playground activity leaders for younger pupils. Pupils elect house captains and school council members. This develops their understanding of democracy and ensures their voices lie at the centre of decision-making.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils experience a high level of pastoral support. Pupils appreciate being known as individuals and trust that adults care about them. This makes a considerable difference to pupils' wellbeing and removes barriers to their social and emotional development. Leaders are passionate about ensuring that all pupils fulfil their potential. They have created opportunities for pupils to learn about different careers and expand their horizons. As a result, pupils are confident and reflective. They are well prepared for the next stages of their education.

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

Pupils come to school with a smile on their face because of the warm welcome they receive. Staff take the time to get to know them as individuals. They ensure that pupils, including those with barriers to learning and/or wellbeing, receive the support they need to thrive in school. As a result, pupils feel a strong sense of belonging to 'Team Takeley' and are proud of their school community.

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

Well-planned introductions to school mean that children in Reception Year settle quickly and easily into their new environment. Warm relationships ensure that pupils feel cared for and safe in school. The calm and assured start to the day sets a positive tone for the day ahead. Classrooms are purposeful and settled, where pupils can concentrate on their learning. Pupils demonstrate positive attitudes towards each other and behave well. Bullying is rare. If it does occur, staff deal with it swiftly.

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

Pupils benefit from a wide range of enrichment activities. Many take part in clubs such as choir, football or engineering. A number of pupils take on leadership roles such as house captains or school council representatives. This helps them to develop responsibility and independence. Pupils know that their voices help to shape aspects of school, such as the lunch menu and the choice of outdoor play equipment. Older pupils are positive role models for younger children. They help with reading and organise activities at playtime.

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

Pupils are confident and eloquent. They enjoy coming to school and attend regularly. They are enthusiastic readers and enjoy exploring different types of books. The library is a haven of stories and imagination at the heart of the school. Pupils make secure progress from their individual starting points and achieve well. This includes pupils with special educational needs and/or disabilities and those with other barriers to learning. Pupils are well-prepared for the next stages of their education and excited for the challenges ahead.

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Next steps

Leaders should ensure that support for pupils with overlapping vulnerabilities is precisely matched to their needs and enables them to build successfully on their learning. Leaders should further strengthen their evaluation of the support for pupils with barriers to learning. Leaders should continue their work to secure consistent and highly effective teaching. Leaders should ensure that pupils develop a secure and detailed knowledge of citizenship in the wider world.

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About this inspection

This school is part of The Learning Partnership 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), Victoria Marrow, and overseen by a board of trustees, chaired by Diane Hancock.

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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

This inspection took place on 9 and 10 September 2026.

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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 school leaders, including the headteacher and special educational needs coordinator. The lead inspector spoke with the CEO, trustees including the chair of trustees, a member of the local governance committee and the governance professional. Inspectors spoke to parents and carers and reviewed the findings of the parent, staff and pupil Ofsted online surveys.

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About this inspection

Inspectors visited lessons to look at pupils' work and the curriculum and to speak with pupils about their learning and wider school activities. Inspectors also spoke to staff and pupils at social times and met with groups of pupils. They spoke with a representative from the virtual school.

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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 currently uses no alternative provision.

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About this inspection

The headteacher took up their position in September 2024.

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Team inspectors:

Craige Brown, Ofsted Inspector Aimee Bray, 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 9 September 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 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

2023/24 (final) 66% 61% Close to average

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average

2022/23 (final) 57% 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

2023/24 (final) 74% 74% Close to average

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average

2022/23 (final) 71% 73% 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) 77% 72% Close to average

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average

2023/24 (final) 74% 72% Close to average

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average

2022/23 (final) 72% 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

2023/24 (final) 79% 73% Close to average

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average

2022/23 (final) 67% 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) 55% 47% Close to average

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national average

2023/24 (final) 36% 46% Close to average

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national average

2022/23 (final) 36% 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) 64% 63% Close to average

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average

2023/24 (final) 64% 62% Close to average

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average

2022/23 (final) 55% 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

2024/25 (final) 64% 59% Close to average

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average

2023/24 (final) 55% 58% Close to average

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average

2022/23 (final) 55% 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) 73% 61% 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

2022/23 (3 term) 5.3% 5.9% Close to average

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Persistent absence

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

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national average

2022/23 (3 term) 13.1% 16.2% Close to average

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Exceptional

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

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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