Chappel CofE Controlled Primary School

Chappel CofE Controlled Primary School

Address: The Street, Chappel, Colchester, Essex, CO6 2DD Unique reference number (URN): 150123

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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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Personal development and wellbeing Strong standard

The personal development programme is a significant strength. This means that pupils, including vulnerable pupils, leave the school with a holistic educational experience. Leaders know their pupils very well. They make sure that pupils’ achievements outside of school are celebrated. This means that pupils feel valued as individuals. Staff quickly notice when pupils are not themselves. They support pupils, when needed, through highly successful pastoral support.

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Personal development and wellbeing Strong standard

Pupils talk with confidence about how to keep themselves safe, including outside of school and online, and being healthy. They can talk about relationships and health education in an age-appropriate way, for example about healthy relationships and puberty.

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Personal development and wellbeing Strong standard

Pupils’ behaviour reflects the strength of the personal development programme. This is because pupils, including those in the Reception Year, are confident, resilient and independent. They are determined young people who have a clear sense of right and wrong. Pupils reflect on their own behaviour and that of others.

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Personal development and wellbeing Strong standard

Leaders prioritise pupils' social, moral, spiritual and cultural development. As part of the school’s Christian ethos, pupils have opportunities to visit the local church. Pupils have a secure understanding of other faiths and talk about difference respectfully. Pupils enjoy raising money for charities and value the opportunity to support those less fortunate than themselves. Pupils are very well prepared for life beyond school. They talk with confidence about democracy, tolerance and diversity. This is because leaders ensure that pupils are part of their local community, as well as understanding the wider world.

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Personal development and wellbeing Strong standard

Pupils, including vulnerable pupils, value the opportunities available to them. They enjoy a range of clubs, including choir, dodgeball and colouring. Pupils go to the pantomime and visit the zoo and museums, including the local railway museum. Older pupils act as positive role models, for example through the Year 6 and Reception buddy scheme. Leadership opportunities, including on the school council and as house captains and worship ambassadors, develop pupils' sense of responsibility, self-esteem and confidence.

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Achievement Expected standard

On the whole, pupils, including vulnerable pupils, achieve well. Pupils can talk confidently about their learning across a range of subjects. This is because, typically, pupils learn and can remember the important content. Pupils secure the key skills and knowledge they need in reading, writing and mathematics. As a result, pupils' outcomes are in line with the national averages. Pupils are well prepared for their next steps in learning, including pupils moving into secondary education. Pupils with special educational needs and/or disabilities and disadvantaged pupils typically secure the knowledge and skills they need. They progress well from their various starting points. This is because, generally, learning is well matched to pupils' specific needs. However, some pupils, particularly those who have previously achieved well, do not go on to achieve as well as they could. This is because sometimes teachers do not deepen and

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Attendance and behaviour Expected standard

Leaders typically have a clear understanding of attendance across the school. This is because leaders use monitoring effectively to identify pupils who do not attend every day. Leaders and staff build positive relationships with pupils and their families to understand barriers to attending school regularly. On the whole, leaders’ supportive approach means that most pupils attend school well. However, while leaders take appropriate action, some pupils still do not attend as well as they could. As a result, pupils’ attendance, including attendance for vulnerable pupils, is broadly in line with the national averages.

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Attendance and behaviour Expected standard

Pupils’ behaviour across the school is highly positive. This is because pupils meet the high expectations of behaviour that staff model. Pupils are respectful to one another and staff. They look after one another. Pupils have a clear understanding of what is right and wrong. As a result, pupils are confident to challenge others when behaviour is less desirable. Bullying and behavioural incidents are rare. However, when needed, staff deal with any issues quickly and appropriately. Lessons are calm and purposeful. Pupils rarely need reminding about positive behaviour. They understand the importance of behaving well so that they can learn. Leaders provide bespoke support to any pupils whose behaviour has been challenging. As a result, these pupils learn to manage their behaviour well.

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Curriculum and teaching Expected standard

Leaders understand the quality of teaching and learning across the school. This is because they know what is working well and where improvements are needed. As a result, leaders have made changes in several areas. For example, they have ensured that the curriculum is now well sequenced in different subjects. Leaders continue to check how well these changes are supporting pupils to learn better. This means that generally the curriculum is taught well. However, where some changes are more recent, there is some variation in teaching quality, for example how teachers check pupils’ understanding and adapt their learning to support and challenge them. Leaders have identified this as a school priority.

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Curriculum and teaching Expected standard

Pupils learn a broad curriculum across a range of subjects. This is because leaders have carefully considered what pupils should learn and when, including in reading, writing and mathematics. Staff have the subject knowledge they need. Teachers typically adapt learning well so pupils can access learning. Pupils with special educational needs and/or disabilities and disadvantaged pupils are supported well in lessons. This is because staff put in place the support they need at the right time. This means that pupils, including vulnerable pupils, learn alongside each other in classrooms and achieve.

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Early years Expected standard

Leaders prioritise learning in the early years. They have designed a well-sequenced curriculum. This is because teaching is planned to develop children’s early skills and knowledge over time. This means that children build their understanding, including in early reading, writing and mathematics, to prepare them well for Year 1.

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Early years Expected standard

Generally, the curriculum is well taught. Teachers adapt learning activities to match children’s interests and needs. For example, children’s enthusiasm for role play is supported through the class shop and mini theatre. This means that children can practise their new skills, including in reading, through these activities. Staff identify gaps in learning quickly. They put in place further time and activities to help children, including vulnerable children, to secure the key skills and knowledge they need, particularly in speech and language. This means that, typically, children in the early years achieve well from their various starting points. As a result, most children move confidently into Year 1.

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Early years Expected standard

Children in the Reception Year are happy and keen to learn. They have positive relationships with each other and the adults in the setting. This is because adults know children well. Staff establish rules and routines quickly. This helps children to understand what is expected of them. Consequently, children behave well.

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Inclusion Expected standard

Leaders have established an inclusive culture across the school that starts in the Reception Year. This is because staff know pupils and their families well. Leaders work closely with teachers to identify pupils' needs, including for children in the early years. As a result, leaders put in place the right support to reduce barriers that pupils may face. This means that pupils, including vulnerable pupils, are typically well supported at school.

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Inclusion Expected standard

Leaders use funding for disadvantaged pupils well. This is because leaders generally understand the needs of this group of pupils. This includes disadvantaged pupils’ achievement in their learning, as well as in wider school life. As a result, disadvantaged pupils achieve well and participate fully in extra-curricular activities.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) are typically well supported. Leaders work well with external agencies, including the local authority and diocese, to seek any specialised support when needed. Staff receive the training they need to support pupils with SEND appropriately. This means that pupils with SEND receive the support they need. As a result, they learn well alongside their peers and participate positively in wider school life.

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Leadership and governance Expected standard

Leaders have made significant changes across the school in recent years, for example in the curriculum and teaching, staffing and behaviour. This is because leaders have a clear understanding of what is working well and what areas need to develop. Consequently, leaders make appropriate changes where needed. For example, leaders have invested in a wide range of outdoor activities during breaktime and lunchtime. As a result, pupils interact positively alongside each other from the Reception Year to Year 6. Leaders act in the best interests of their pupils.

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Leadership and governance Expected standard

Those responsible for governance carry out their roles well. This is because they work closely with school leaders. As a result, they typically understand the school’s strengths and where leaders are making change. Governors and trustees meet their statutory duties, including with regard to safeguarding and equalities. Trust leaders support the school well during periods of change. This is because they have ensured the right changes have been made at the right time but value the school’s individual identity.

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Leadership and governance Expected standard

Staff are proud to work at this school. They feel that they are listened to and valued. This is because leaders are supportive in their approaches, including with staff's wellbeing and workload. Staff gain the professional learning they need to carry out their roles well. For example, leaders prioritise time for staff to learn more about the subjects they teach. On the whole, parents are positive about the school. Leaders and staff proactively engage with parents and the wider community. This is because they value these positive relationships so that pupils can thrive.

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

Pupils enjoy being part of this warm and nurturing school family. Pupils feel they are listened to and valued. This is because pupils form respectful and positive relationships with each other and the staff. Pupils reflect the Christian ethos of the school. They uphold the core values of optimism, creativity and compassion, which are woven through all aspects of school life. Pupils are confident and independent. They understand what it means to behave well. As a result, bullying is rare. Where pupils cannot resolve issues themselves, they know that the staff will help. Pupils feel safe.

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

Pupils are enthusiastic about their learning. They talk confidently about what they know. This is because pupils, including vulnerable pupils, are generally taught well across a range of subjects. Pupils learn the knowledge and skills they need in reading, writing and mathematics. Where there are any gaps in pupils’ understanding, teachers adapt their lessons to address these.

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

Pupils, including vulnerable pupils, get the support they need to access the curriculum. This is because, from the early years, children are known as individuals. Staff understand pupils’ needs and put the right help in place. As a result, pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils, generally achieve well. This is reflected in pupil outcomes being close to national averages.

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

Pupils, including vulnerable pupils, participate in a range of activities beyond the curriculum, for example trips to the pantomime, the zoo and the local railway museum. Pupils value these opportunities as well as those available at school, including outdoor play activities. This is because pupils feel that they develop friendships with pupils in all year groups, including early years. Across the school, pupils take on leadership roles, for example as school councillors, worship ambassadors and house captains. This means that pupils learn

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Lead inspector:

Charlotte Martin, His Majesty's Inspector

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Team inspector:

Nicola Shadbolt, Ofsted Inspector about ideas such as democracy and responsibility, which prepares them well for life beyond school.

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Next steps

Leaders should ensure that teachers check and adapt pupils’ learning more effectively so that pupils, including high prior attainers, consistently achieve well. Leaders should continually refine approaches to tackling barriers to attendance so that pupils’ attendance, including for vulnerable pupils, is high.

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About this inspection

This school is part of Life 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), Julian Dutnall, and overseen by a board of trustees, chaired by Perninder Dhadwar.

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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 15 and 16 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 executive headteacher, the head of school, staff, pupils and parents. They also spoke with representatives of the trust, including the CEO, the local governance committee and the diocese during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Chelmsford.

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About this inspection

The school currently uses no alternative provision.

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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 15 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. National average: 26.5%

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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) 63% 62% 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) 75% 74% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 59% ‘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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national average

2024/25 (3 term) 4.9% 5.2% 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) 9.9% 13.0% Close to average

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national average

2023/24 (3 term) 14.6% 14.6% 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

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 .

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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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