Canewdon Church of England Primary School

Canewdon Church of England Primary School

Address: High Street, Canewdon, Rochford, Essex, SS4 3QA Unique reference number (URN): 149618

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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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Achievement Expected standard

Changes to the curriculum have ensured that pupils gain the basic phonics knowledge and number skills that they need. This helps them become increasingly confident in developing their understanding of reading, writing and mathematics. Pupils, including those with special educational needs and/or disabilities (SEND), progress steadily through the curriculum from their various starting points. Overall, pupils remember what they have learned across a range of subjects. For example, pupils confidently articulate what they have learned about electricity and circuits using the correct vocabulary.

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Achievement Expected standard

The school typically prepares pupils well for the next stage of their education. This includes disadvantaged pupils and pupils with SEND. Nevertheless, pupils' achievement could be even better. This is because pupils are sometimes given work that is not matched well to what they already know and can do. When this happens, it slows pupils' progress. Overall, however, most pupils achieve well and leave well prepared for learning in secondary school.

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Attendance and behaviour Expected standard

Leaders prioritise pupils’ regular attendance. They help pupils and families to understand why attending school regularly is important. Leaders carefully monitor attendance to identify why some pupils do not attend as regularly as they should. They work with parents and carers and external services to provide the right support. As a result, the attendance of pupils who have been absent frequently improves. As the school has a small number of pupils, the attendance of just a few pupils can have a significant effect on the school’s overall attendance figures. This means comparisons with national figures are not always meaningful.

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Attendance and behaviour Expected standard

Leaders and staff have high expectations of pupils’ behaviour. Clear routines help pupils behave well throughout the school day. Children learn these routines from the early years. Positive recognition from staff motivates pupils to behave well. Pupils are friendly, caring and polite. They get on well with one another. Bullying is rare. Pupils are confident that adults will help them if they have a problem. Pupils behave calmly and sensibly in classrooms and respect others. Typically, they have positive attitudes to learning. Staff generally support pupils with special educational needs and/or disabilities effectively to manage their behaviour.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the school’s curriculum and teaching. Leaders organise and structure the curriculum so that pupils typically build on what they already know. Leaders recognise that they will need to continue to refine the curriculum as the year groups within each class change.

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Curriculum and teaching Expected standard

Staff have appropriate subject knowledge. Where teaching is most effective, staff explain new learning clearly and use questioning successfully. For example, teachers develop pupils’ reading comprehension by asking questions that require them to justify their answers using evidence from the text. Leaders are taking action to ensure that staff check pupils’ understanding consistently well. While staff generally identify what pupils know and can do before introducing new learning, occasionally, they do not do this as well as they could.

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Curriculum and teaching Expected standard

Staff teach phonics clearly. They help pupils in the earliest stages of reading to secure the knowledge and skills they need. Leaders prioritise the development of early reading, writing and mathematics skills. These aspects are taught well. This has a positive impact on pupils’ learning.

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Curriculum and teaching Expected standard

Teachers adapt lessons effectively for pupils with special educational needs and/or disabilities. These adaptations enable all pupils to participate fully in learning.

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Early years Expected standard

Leaders recognise the importance of the early years in establishing secure foundations for future learning. They continually refine the provision. For example, leaders have improved the learning environment so that it is inviting and well resourced. As a result, children engage more readily in their learning.

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Early years Expected standard

The early years curriculum clearly identifies what children will learn and the order in which they will learn it. Leaders prioritise children’s communication and language development. Staff teach early reading and phonics effectively. Children learn the sounds that letters represent and develop their vocabulary. Staff also focus carefully on developing children’s early writing skills. For example, children learn how to hold a pencil correctly to support their handwriting. Staff generally interact with children in ways that support their learning and development well. Children typically make good progress and are well prepared for their next stage of education.

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Early years Expected standard

Children enjoy their time in the early years. Clear rules and routines create a calm environment where children quickly learn what is expected of them. They behave well and concentrate on their learning. Staff care for and support children well. They identify barriers to learning early and ensure that children with additional needs receive appropriate support.

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Inclusion Expected standard

Leaders prioritise the needs of all pupils. They identify barriers to learning and/or wellbeing quickly and accurately. Leaders use systems to check and assess pupils' progress. They use this, and other information, to review pupils' provision regularly. This enables leaders to ensure that support for individual pupils is generally effective in overcoming barriers to learning and/or wellbeing. As a result, pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils typically progress well from their starting points.

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Inclusion Expected standard

Leaders work collaboratively with parents and carers and external partners to improve outcomes for pupils with SEND. Staff provide suitable support that enables pupils to learn successfully alongside their peers. Well-considered training ensures that staff have the expertise needed to implement support and strategies effectively. Leaders and staff establish and sustain a culture that helps pupils to develop a strong sense of belonging. Positive and trusting relationships with staff help pupils feel safe and ready to learn. Pupils' interactions reflect the school's inclusive culture. They play and work together positively.

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Inclusion Expected standard

Leaders use additional funding for disadvantaged pupils effectively and evaluate its impact. This ensures that disadvantaged pupils typically make steady progress, attend regularly and participate well in all aspects of school life.

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Leadership and governance Expected standard

Leaders have established a clear and ambitious vision for the school: 'Caring and preparing for a confident future.' They understand the school's context well and have an accurate view of its strengths and priorities for development. Leaders draw effectively on expertise from within the trust and beyond to support school improvement. Leaders evaluate the effectiveness of their actions accurately and identify what can make the school even better.

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Leadership and governance Expected standard

Leaders act in the best interests of pupils. Their work has secured improvements in key areas of the school's provision. For example, developments to the early years curriculum and teaching have improved how well children secure the knowledge and skills they need for future learning. Leaders have started to develop how consistently and effectively teachers use their checks of how well children are learning. This is so that teaching can consistently be adapted to support pupils' learning highly effectively.

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Leadership and governance Expected standard

Leaders have created a positive culture in which staff feel supported and valued. Professional development is closely linked to school priorities and helps staff develop their expertise. Training has strengthened staff knowledge of how to support pupils with special educational needs and/or disabilities. Leaders give appropriate consideration to staff workload and wellbeing when making any changes. Staff value the support they receive and are committed to the school's vision and aspirations for its pupils.

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Leadership and governance Expected standard

Leaders’ work to improve the school and develop positive relationships with parents and carers has strengthened parents’ confidence in the school.

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Leadership and governance Expected standard

Those responsible for governance provide appropriate support and scrutiny. They closely monitor the impact of leaders' work to bring about rapid improvements. They fulfil their statutory duties.

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Personal development and wellbeing Expected standard

The school has established an effective personal development programme. It includes an enrichment programme that school and trust leaders have designed. This programme provides pupils with a range of sporting and cultural events, such as spelling bee, poetry workshop and sports competitions. It also contains clubs, including gardening and football. These opportunities help pupils to build social skills and nurture interests and talents. Leaders monitor participation to ensure all pupils benefit.

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Personal development and wellbeing Expected standard

Pupils consolidate and extend their learning by participating in the curriculum trips the school provides. For example, pupils deepened their knowledge about the Second World War on a visit to an air museum. They extended their knowledge about the Romans with a trip to a local castle.

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Personal development and wellbeing Expected standard

Pupils have an appreciation of fundamental British values, such as democracy and respect. Through lessons and wider curriculum themes, pupils learn to reflect on their personal views, consider moral issues and contemplate issues from different viewpoints. They are encouraged to cooperate with others and to show respect for different beliefs.

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Personal development and wellbeing Expected standard

Pupils vote for 'Eco Warriors' and understand why it is important for everyone to have a say. Pupil leadership is meaningful. For example, the school council introduced ‘Double Points’ on a Friday to help boost pupils' motivation and engagement levels. Pupils are positive about this. Other pupil leadership roles include class ambassadors and worship councillors. These roles support pupils to develop their leadership, communication and organisation skills.

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Personal development and wellbeing Expected standard

Pupils know how to keep themselves safe online and outside of school. They understand a variety of risks and know how to manage them. The relationships and health education curriculum is well thought out and taught in an age-appropriate way. Pastoral support helps those who may experience barriers to wellbeing. As a result, barriers to wellbeing reduce over time, which enables pupils to feel happy and confident.

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

Pupils have a strong sense of belonging. They feel safe, valued and included. Pupils receive a warm welcome from staff each morning. They enter their classrooms settled and ready to learn.

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

Pupils learn in calm and purposeful classrooms. They enjoy their learning and are proud of what they achieve. From the moment they join early years, pupils feel safe and settled through quickly learning the school’s routines and expectations. Pupils take pride in being part of their small village school, where everyone is encouraged to do their best.

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

Pupils generally learn successfully and are typically well prepared for their next stage of education. Pupils learn best when teachers accurately check what they know and use this information to provide teaching and work that meet their needs. Pupils feel confident to ask questions, make mistakes and persevere when they find learning challenging. Pupils with special educational needs and/or disabilities are usually supported well in lessons and during social times. Pupils benefit from learning a broad and balanced curriculum. They extend their learning beyond the classroom through opportunities such as school trips and experiences organised by the trust.

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

Pupils feel safe at school. They learn how to keep themselves safe, both online and in their local community. Pupils enjoy learning how to take risks safely. They become more independent through their experiences in the school’s forest area. Pupils know that there is always a trusted adult they can speak to if they have a worry or concern. They behave well in and out of lessons. Pupils understand how they are expected to behave and know what

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Lead inspector:

Mark Carter-Tufnell, His Majesty's Inspector

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Team inspector:

Robert James, Ofsted Inspector bullying is. Bullying is rare. Pupils are confident that staff will respond quickly and effectively if problems arise. Pupils who need help to manage their emotions are supported well.

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Next steps

Leaders should ensure that teachers check pupils’ learning effectively and use this information to consistently build on what pupils already know and can do. Leaders should continue to refine the curriculum as the year groups within each class change, so that pupils build securely on their previous learning.

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About this inspection

This school is part of the Berlesduna Academy 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), Sean Tobin, and overseen by a board of trustees, chaired by Robin Taverner.

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About this inspection

The school is part of a federation called The federation of Canewdon and St Nicholas.

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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

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 the executive headteacher and other school leaders during the inspection. Inspectors also spoke with representatives from the local governing body and trustees, the CEO and one other trust leader.

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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. Its most recent section 48 inspection was in January 2025.

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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 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. 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) 59% 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) 71% 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) 76% 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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Persistent absence

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

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national average

2023/24 (3 term) 16.2% 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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