Ivy Chimneys Primary School

Ivy Chimneys Primary School

Address: Ivy Chimneys Road, Epping, Essex, CM16 4EP Unique reference number (URN): 145605

p.1

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

Early years Strong standard

Leaders have deliberately planned the early years curriculum to support children to make a strong start to their school life. A thorough transition programme helps to build excellent relationships between the school and children's families. Children quickly learn the routines of the school day and enjoy their learning. Staff consistently reinforce the school values so that children learn respect and how to stay safe.

p.2

Early years Strong standard

Staff identify children’s starting points and individual needs quickly. Leaders carefully plan learning opportunities to support children to secure the important skills they need swiftly. For example, highly skilled staff craft learning activities to develop children's language and vocabulary particularly well. Well-planned activities strengthen children’s ability to write. Children quickly learn to read. Stories, rhymes and songs inspire children and ignite their imaginations.

p.2

Early years Strong standard

Staff check children's progress over time carefully. They use these checks to make precise adaptations to support children to develop and learn as well as they can. Consequently, children with special educational needs and/or disabilities or other barriers to their learning make notable progress from their starting points. Children are very well prepared for learning in Year 1.

p.2

Inclusion Strong standard

Leaders and staff demonstrate a strong commitment to improving the outcomes and experiences for all pupils at the school. As a result, the school's ethos, policies and practice ensure that pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those with other barriers to learning and/or wellbeing are supported effectively. Leaders identify pupils' needs accurately through well-established assessment processes. Leaders regularly check that support is precise and improves pupils' wellbeing, attendance and learning. This includes their use of additional funding for disadvantaged pupils, to ensure that it has the impact intended. Leaders respond quickly to any emerging or changing needs. Leaders commission alternative provision appropriately and in pupils' best interests.

p.2

Inclusion Strong standard

Leaders ensure that all staff develop the expertise that they need to help pupils very effectively. Staff use agreed approaches to provide pastoral support to pupils consistently well. Leaders seek advice from external professionals and use this expertise effectively to ensure pupils promptly get the right help. Staff make thoughtful adaptations that enable pupils with SEND and pupils with other barriers to learning to access the curriculum and school life fully. Some pupils also benefit from carefully planned small-group work within the school's Sycamore room. This allows pupils to receive more bespoke support where appropriate. Staff set highly personalised targets for pupils. Leaders monitor these rigorously to ensure that pupils make appropriate progress towards them. Pupils progress well from their starting points. As a result, pupils become increasingly independent. They attend and achieve well.

p.2

Personal development and wellbeing Strong standard

Leaders are deeply committed to developing the whole child. Their well-planned personal development programme delivers meaningful lessons. Opportunities delivered through the school’s unique ‘Becoming Me’ programme mean that pupils have 20 experiences each year that expand their thinking, help them reflect and help them to learn important life skills. The personal, social and health education curriculum develops pupils’ understanding of healthy relationships and how their bodies change as they get older. Pupils learn about the dangers of the internet and online safety.

p.3

Personal development and wellbeing Strong standard

Pupils talk confidently about their learning beyond the academic curriculum. They talk with pride and knowledgeably about different cultures, religions and views. Pupils are proud that they contribute to the school community, for example by helping each other with reading and contributing to changes such as a new sandpit for everyone to enjoy. The curriculum reflects pupils’ local context and prioritises tolerance, respect and characteristics protected by law. As a result, pupils understand and respect difference. They are proud that ‘everyone is included and treated the same’. Wellbeing strategies and strong pastoral support are firmly embedded and shape the school’s caring culture.

p.3

Personal development and wellbeing Strong standard

Pupils value the wide range of clubs and opportunities available to them. They speak enthusiastically about clubs such as gymnastics, chess and a variety of sports where they can develop their interests and talents. Leadership roles, including play leaders, house captains and digital leaders, give pupils meaningful responsibilities. These opportunities help them to develop their individual characters. Pupils understand how important it is to contribute to a community. Leaders track participation carefully and target pupils who would benefit most from attending particular clubs and activities. Leaders use additional funding, such as the pupil premium funding, well to remove barriers so that all pupils can take part. Leaders promote play for all groups, ensuring they have a wide range of activities so they can pursue their interests. Pupils have a voice at the school and they are proud of their contributions to improvements. Pupils are very well prepared for life beyond school.

p.3

Achievement Expected standard

Pupils achieve well. On the whole, pupils achieve better than pupils nationally in end of key stage tests and assessments. Their achievement in reading is particularly noteworthy. Disadvantaged pupils and those with barriers to learning usually achieve well, and gaps with other pupils are closing. Pupils with special educational needs and/or disabilities make steady progress from their starting points.

p.3

Achievement Expected standard

Children make a positive start in the early years, developing key skills that are built on as they move through the school. This ongoing focus on securing important English and mathematics knowledge helps pupils to secure the foundations needed for later learning in those subjects and to access the wider curriculum successfully. Typically, pupils demonstrate secure knowledge across subjects. A small number of pupils could achieve even better than they do. Pupils also achieve well socially; this learning prepares them for the wider world. Pupils are prepared well for the next stage in learning.

p.3

Attendance and behaviour Expected standard

Leaders have high expectations for attendance. Most pupils attend well. This is because leaders communicate and promote the importance of attendance to families and pupils frequently. Leaders analyse and use attendance information well. This helps them to identify barriers to pupils attending regularly and to provide appropriate support where needed. This support is improving attendance, particularly for disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders recognise that support for some pupils remains a priority as they are still absent too frequently.

p.4

Attendance and behaviour Expected standard

Pupils behave well. Their behaviour reflects the school's values. They are respectful, ready to learn and conduct themselves with maturity. Pupils care for each other. They play and learn alongside each other happily. Staff are positive role models. They have high expectations of pupils' behaviour. Pupils listen carefully in lessons and give attention to their learning. The school provides interesting activities at lunchtime, such as dressing up as a superhero or listening to music. This helps pupils keep active and play purposefully. If bullying happens, pupils trust that staff will address it quickly and effectively.

p.4

Curriculum and teaching Expected standard

Leaders have a good understanding of the quality of education in the school. They identify priorities for improvement accurately. Leaders have designed an ambitious curriculum that enables pupils to build age-appropriate knowledge and skills over time. This includes ensuring that the youngest pupils develop important knowledge of reading, writing and mathematics. Handwriting is taught well, but on occasion, teachers do not pick up on inaccuracies. This results in some pupils not having the skills needed to write fluently and accurately. Staff deliver the school's phonics programme with accuracy. They support pupils effectively to develop their phonics and reading knowledge.

p.4

Curriculum and teaching Expected standard

Leaders provide effective support to develop teachers' expertise. Teachers have secure knowledge of the subjects they teach. Typically, they deliver the curriculum well, explaining new learning clearly. Teachers demonstrate what pupils need to do well and check pupils' understanding. Teachers sometimes do not deepen some pupils' thinking and understanding as well as they could. Sometimes it is not spotted when pupils need to move on to new learning. This means that some pupils could achieve more highly. When needed, staff adapt learning effectively and provide appropriate additional support. As a result, pupils with special educational needs and/or disabilities are able to access the full curriculum.

p.4

Leadership and governance Expected standard

Leaders have a secure understanding of the school’s context and of the community they serve. They identify the right priorities and actions that put pupils' continued progress at the heart of decisions, such as closing gaps for vulnerable pupils. Leaders take the right actions when needed, for example to improve attendance. They recognise areas that need continued focus. Leaders ensure that staff receive the right training to support these improvements.

p.4

Leadership and governance Expected standard

Staff feel valued at the school. They are committed to continuous improvement and have embraced professional development to continue to refine their skills. Staff value the spirit of teamwork and culture that leaders instil. They appreciate how thoughtfully leaders consider staff's wellbeing. Workload is considered alongside the school priorities, and the majority of staff value this.

p.5

Leadership and governance Expected standard

Trustees and governors play an important role in supporting and challenging the school and leaders. They have an accurate understanding of the school’s strengths and areas to continue to develop. They take appropriate action to check the progress of improvements.

p.5

Leadership and governance Expected standard

Leaders build very effective relationships with families. Most parents and carers speak highly of the school. They value the openness of leaders, and the continuous level of care staff show each day. Many parents describe the school as a place that supports their ‘child to thrive’.

p.5

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

Pupils enjoy school. They arrive every morning to a warm welcome. Pupils feel settled for the day ahead. Pupils know that adults care for them as individuals and know them all well. Pupils model the school values of 'respect, safe and ready' in everything they do. They demonstrate these consistently in the classroom and during social times. Pupils care for each other and look after one another, for example on the buddy bench at lunchtime. They know that trusted adults will help them to solve problems. If bullying happens, pupils know that adults will address it quickly and effectively.

p.5

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

Children in the early years get off to an excellent start, which helps them to prepare well for future learning. All pupils settle well into new classes as a result of clear routines and trusted relationships. Pupils behave well. They understand the rules are there to help them. Pupils value their learning environment, which is calm and purposeful.

p.5

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

Pupils enjoy lessons and talk enthusiastically about what they have learned. They achieve well. Pupils with special educational needs and/or disabilities and pupils with other barriers take part fully in school life. Pupils enjoy responsibilities such as being reading buddies, where they help younger pupils become confident readers. They have a voice, for example in chatter box groups, where they contribute ideas to make the school an even better place to be. As pupils move through the school, they grow in confidence, resilience and independence.

p.5

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

Pupils enjoy a wide range of clubs and activities, for example fencing or musical theatre. These help pupils to pursue interests and develop their talents. They value highly the experiences adults provide for them. They enjoy growing as individuals and learning new skills. Pupils are well prepared for their next steps.

p.5

Team inspectors:

Helen Jones, Ofsted Inspector Julie Winwood, Ofsted Inspector

p.6

Next steps

Leaders should continue to ensure that the importance of attendance is shared with families and continue to take action where needed to consolidate the improvements already made. Leaders should ensure that handwriting teaching strategies have the intended impact, particularly in key stage 2, so that pupils' handwriting is consistently of a high standard across the curriculum. Leaders should continue their work to raise expectations and the level of challenge for some higher-attaining pupils to ensure they reach their maximum potential.

p.6

About this inspection

This school is part of Epping Forest Schools 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), Graham Clifford, and overseen by a board of trustees, chaired by Chris White.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

This inspection took place on 15 and 16 September 2026.

p.6

About this inspection

Inspectors spoke with the headteacher and a range of staff. They met with the CEO and other representatives from the trust. They also met with representatives from the board of trustees and the local governing committee during the inspection.

p.6

About this inspection

Inspectors confirmed the following information about the school: The school makes use of one registered alternative provision.

p.6

About this inspection

Headteacher : Rebecca Sigston 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.

p.6

About this inspection

The inspector(s) used this data during the full inspection on 15 September 2026

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.8

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.

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2022/23 (final) 78% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2022/23 (final) 78% 73% Close to average

p.10

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2022/23 (final) 33% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

national average

2022/23 (final) 67% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

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.

p.11

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

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.

p.13

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.

p.13

national average

2024/25 (3 term) 5.3% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.5% 5.5% Close to average

p.14

national average

2022/23 (3 term) 5.5% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2024/25 (3 term) 16.1% 13.0% Close to average

p.14

national average

2023/24 (3 term) 13.5% 14.6% Close to average

p.14

national average

2022/23 (3 term) 14.0% 16.2% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15