Terling Church of England Voluntary Aided Primary School

Primary School

Address: New Road, Terling, Chelmsford, Essex, CM3 2PN Unique reference number (URN): 115166

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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

Pupils demonstrate secure knowledge across the curriculum and speak confidently about prior learning and wider concepts. Pupils with special educational needs and/or disabilities and those facing barriers to learning generally achieve well because leaders ensure they access a broad range of learning opportunities and receive targeted support where needed.

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Achievement Expected standard

There remains some inconsistency between the knowledge pupils can articulate and the quality of work they produce in their books. Handwriting, presentation, punctuation and the consistent application of writing conventions are variable. This means that pupils’ written outcomes do not always reflect the depth of knowledge and understanding they can demonstrate verbally.

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Achievement Expected standard

Leaders use assessment information effectively to identify gaps in knowledge and respond appropriately. This can be seen in the school’s work with external partners to strengthen mathematics provision. Pupils achieve broadly in line with national expectations. Although some national outcomes have been below national averages over time, leaders have responded by adapting their approach. Recent actions are beginning to have a positive impact on pupils’ achievement.

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Attendance and behaviour Expected standard

Leaders have a secure understanding of attendance patterns, persistent absence and the barriers faced by individual pupils. Effective monitoring systems enable concerns to be identified quickly and addressed through timely intervention. Attendance remains a priority, with leaders working closely with families, external agencies and pastoral teams to improve attendance and remove barriers to learning. Where pupils are persistently absent, leaders provide targeted support, including counselling, emotional wellbeing provision, family engagement and practical assistance. These actions have contributed to improvements in attendance, particularly for pupils facing additional challenges.

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Attendance and behaviour Expected standard

Relationships between pupils and adults are positive. Pupils are confident that adults will respond to concerns and generally feel that behaviour, including incidents of bullying, is dealt with appropriately. Most pupils engage positively with learning, understand expectations and demonstrate positive attitudes in lessons. Leaders use inclusive approaches to support pupils who require additional help with behaviour and self-regulation, including tailored interventions, pastoral support, trusted adults and adapted strategies. These approaches have had a positive impact on individual pupils over time. However, low- level disruption and excessive noise in a small number of lessons occasionally affect pupils’ concentration and learning. Leaders have accurately identified behaviour consistency as an area for further development. Currently, there are inconsistencies in the application of the school's policy.

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Curriculum and teaching Expected standard

Pupils acquire appropriate knowledge and skills across a broad range of subjects. Curriculum improvements mean pupils know more, remember more and can do more as they progress through the school. This supports their readiness for the next stage of education. A positive start in the early years helps pupils develop the introductory knowledge and skills needed to access the wider curriculum. They demonstrate secure knowledge across a range of subjects and can discuss prior learning confidently.

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Curriculum and teaching Expected standard

Teaching generally supports pupils to acquire the knowledge and skills intended within the curriculum. Teachers regularly check that pupils understand what is being taught. Pupils engage with learning successfully and are prepared for subsequent learning. They enjoy their lessons. Teachers encourage pupils to reflect on their learning and revisit what they have learned to help them remember. This helps pupils recall prior learning with confidence.

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Curriculum and teaching Expected standard

Leaders and teachers use assessment thoughtfully to identify gaps and adapt provision where necessary. Pupils with special educational needs and/or disabilities are well supported in lessons. Staff work to remove barriers to learning and ensure that pupils can access the curriculum alongside their peers. However, sometimes, adult intervention during the lesson is not as precise as it could be in every subject. This means that although pupils welcome the support, it does not always help them move forward in their learning.

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Early years Expected standard

Children make a highly positive start to their education in the early years. Leaders understand the needs of the cohort well and have adapted provision effectively. Strong partnerships with nurseries and parents support smooth transitions into school, while robust induction arrangements ensure children are well prepared for their next steps.

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Early years Expected standard

The curriculum is thoughtfully designed to support development across all areas of learning, with a strong emphasis on communication and language. Staff skilfully develop vocabulary through precise modelling, meaningful conversations and rich learning opportunities. The environment encourages children to articulate their thinking, and positive talk is a consistent feature of the setting.

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Early years Expected standard

Activities are carefully planned to promote independence, curiosity and engagement. Despite challenges with the building, leaders have been creative and flexible in ensuring high-quality provision. Adults maximise learning opportunities during both adult-led and child-initiated activities. There is a strong focus on developing fine motor skills, including pencil control, through a range of practical and writing activities. Consistent routines help children feel secure, confident and ready to learn. They behave exceptionally well and respond positively to expectations.

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Early years Expected standard

Leaders rightly prioritise personal, social and emotional development, helping children develop resilience, confidence and positive attitudes to learning. Children with special educational needs and/or disabilities are included and well supported. Strong relationships with families and external professionals ensure individual needs are met, enabling all children to thrive and make a successful transition into Year 1.

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Inclusion Expected standard

The school’s inclusive approach helps pupils, including those facing barriers to learning or wellbeing, participate in school life. Staff know pupils well and understand their individual needs and circumstances. This means that staff quickly identify when pupils begin to struggle. Staff therefore provide timely intervention and targeted support. Leaders respond promptly when needs emerge and seek external expertise where appropriate. This helps pupils receive the support they need to participate and make progress with confidence.

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Inclusion Expected standard

Disadvantaged pupils benefit from access to the same broad curriculum as their peers. Leaders use assessment information to identify gaps in learning and provide targeted support where required. Leaders carefully monitor achievement and respond to emerging needs, helping disadvantaged pupils participate in both academic and wider school opportunities.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities are supported effectively to access learning through adapted teaching approaches, scaffolded support and adult intervention. Teaching generally enables pupils with special educational needs and/or disabilities to learn alongside their peers. Adult support is responsive to pupils’ needs. This balance of nurture and high expectations helps pupils remain engaged in their learning.

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Leadership and governance Expected standard

Leaders have navigated a period of turbulence, including leadership changes, staffing transitions and ongoing site developments. They have stabilised the school, established a calm and purposeful culture and created greater consistency across the provision. Leaders demonstrate an accurate understanding of the school’s strengths and priorities and are reflective about areas requiring further development.

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Leadership and governance Expected standard

Governors know the school well and bring a broad range of professional expertise to their role. Governors have prioritised operational matters to support the school and its staff. Governors are increasingly focused on strategic leadership. They maintain strong oversight and demonstrate a commitment to continuous improvement.

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Leadership and governance Expected standard

Improvement is viewed as a shared responsibility, helping to secure confidence in the school’s future direction. There is a strong sense of community, with members of the local community actively supporting the school. This is reflected in ‘Do Days’, when members of the village community come together to maintain, repair and improve the school.

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Leadership and governance Expected standard

Staff morale is high. Staff report feeling respected, valued and involved in decision-making. They feel well supported by leaders. Leaders have worked successfully to create a positive professional culture during a period of change, contributing to high levels of confidence and wellbeing among staff. Leaders invest in staff development and provide effective support for early career teachers alongside opportunities to enhance expertise across the workforce.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of experiences that promote confidence, resilience, wellbeing and readiness for later life. The school provides a well-sequenced and coherent programme for personal development. This includes relationships and sex education, online safety, protected characteristics and wider safeguarding education. Pupils demonstrate secure knowledge of relationships, healthy lifestyles, physical health and mental wellbeing.

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Personal development and wellbeing Expected standard

Pupils report that they feel safe, listened to and part of the school community. Opportunities for leadership, community contribution and pupil voice further strengthen pupils' sense of belonging and engagement with school life. Pupils develop an understanding of themselves and consideration for others. They understand and appreciate a range of faiths, cultures, family structures and personal characteristics. This helps reinforce British values such as mutual respect and tolerance.

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Personal development and wellbeing Expected standard

The school offers an extensive range of enrichment opportunities and takes effective action to make these accessible to pupils. Leaders encourage participation and take effective action to remove barriers to involvement. Many pupils attend, including those with special educational needs and/or disabilities and those who are disadvantaged. Wider opportunities reflect the needs and interests of the school community. For example, the school offers a wide range of sports that reflect pupils’ enthusiasm for physical activity.

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Personal development and wellbeing Expected standard

Pastoral support is highly valued by pupils and families. Staff know pupils well and provide effective support when concerns arise. A range of targeted interventions and services are in place to support pupils' emotional health and wellbeing. These range from the wellbeing club, which helps pupils understand their feelings, to specific support at times of need, such as bereavement. Pupils feel comfortable talking about their feelings because they trust the adults at school.

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Personal development and wellbeing Expected standard

Leaders ensure that all pupils have opportunities to develop confidence, leadership skills and personal responsibility. Pupils learn about risks beyond school, including those associated with strangers, road safety and county lines. This helps pupils recognise risks and keep themselves safe as they become more independent.

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

Pupils have a great start to school. They belong within a caring community where the school’s values of respect, trust, courage and truthfulness are reflected in positive relationships. Pupils feel safe, valued and listened to. They trust adults to help them and know who to approach when worried. They are encouraged to show courage and truthfulness by speaking up about concerns. Pupils say that adults respond to incidents of poor behaviour or bullying. Pupils understand how to keep themselves safe.

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

Pupils enjoy learning and achieve well overall. They benefit from a broad curriculum in which reading is prioritised from the start. Pupils demonstrate secure knowledge across a range of subjects and talk confidently about what they have learned. Clear explanations, effective modelling and checks on understanding help pupils build knowledge and skills over time. Pupils with special educational needs and/or disabilities have adults who understand and help them. They are very much part of lessons and learn alongside their peers.

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

Pupils enjoy enrichment and leadership opportunities, developing confidence and contributing positively to school life. Pupils have a wide range of opportunities to participate in activities. Many pupils participate in clubs and have leadership roles within the school. The offer continues to grow. New roles, such as the eco committee, are not just add-ons. They will play an important part in caring for their school and the surrounding environment.

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

Positive relationships and typically calm behaviour help pupils feel secure and ready to learn. Attendance is prioritised and leaders emphasise that school is a place where pupils should want to come and learn. Pupils learn that their views matter and that they have a responsibility to treat others with respect and honesty. As a result, the school’s vision to 'Flourish and Shine in all that we do' is evident in pupils’ everyday experiences: they are included, confident and supported to achieve academically and personally.

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Next steps

Leaders should review the effectiveness of behaviour policies and their implementation in day-to-day practice, using this knowledge to anticipate behaviour concerns, take preventative action and evaluate the impact on pupils’ behaviour. Leaders should raise expectations for pupils to take pride in their work, including through consistently fluent and legible handwriting, so that the quality of their work reflects the breadth and depth of their learning. Leaders should ensure that all adults have the skills and subject knowledge to deliver precise feedback and support across the curriculum.

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About this inspection

The chair of the board of governors in this school is Lisa Curtis.

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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 members of the school's leadership, governors, including the chair, the diocese and the local authority.

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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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Team inspector:

Katie Devenport, His Majesty's 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 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. The school is registered as having a Church of England religious character and is part of the Diocese of Chelmsford. The last section 48 inspection was in January 2026.

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What does this mean?

Headteacher: Alex Burden National average: 300

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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

2024/25 (final) 57% 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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average

2023/24 (final) 76% 74% Close to average

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average

2022/23 (final) 75% 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

2023/24 (final) 71% 72% Close to average

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average

2022/23 (final) 69% 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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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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national average

2023/24 (final) 50% 46% 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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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

2023/24 (final) 50% 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

2023/24 (final) 50% 59% Close to average

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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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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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gap

‘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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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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