Chigwell Primary Academy


Name Chigwell Primary Academy
Website http://www.chigwellprimaryacademy.co.uk
Ofsted Inspection Rating Good
Address Mandir Lane, Chigwell, IG7 6ED
Phone Number 02085002666
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 232 (45.3% boys 54.7% girls)
Number of Pupils per Teacher 26.4
Academy Sponsor Reach2 Academy Trust
Local Authority Essex
Percentage Free School Meals 6.5%
Percentage English is Not First Language 24.8%
Persisitent Absence 3.1%
Pupils with SEN Support 6.3%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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Information about this school

Chigwell Primary Academy is an average-sized primary school and converted to an academy in September 2015. The school is part of the REAch2 Academy Trust, which is the main governing body with legal and strategic responsibilities for all REAch2 schools. The local governing body focuses on the day-to-day responsibilities. The proportion of pupils eligible for the pupil premium is below the national average. Approximately half of the pupils are from White British backgrounds. The proportion of pupils who speak English as an additional language is above average. The proportion of pupils who receive SEN support, who have a statement of special educational needs, or an education, health and care (EHC) plan, is well below the national average. A breakfast club operates within the school. This provision was not part of the inspection as it is not managed by the school and is inspected separately. In 2017, the school met the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school Leaders have shown an absolute determination to improve all aspects of the school’s performance since the school opened. They are ambitious about what pupils can achieve. Leaders have a clear understanding of the needs of the school. This has enabled them to systematically introduce initiatives which lead to rapid improvement. Outcomes at the end of each key stage have risen substantially. Pupils’ work across the school is of a high standard. Consequently, pupils are well prepared for the next stage in their education. Governors have worked effectively with leaders to ensure that educational standards continue to rise. They are properly informed about teaching and learning. They support leaders well and hold them to account. The quality of teaching is good because leaders ensure that staff receive the right professional support and training. They work very well in partnership with the trust, which provides timely and effective support. Teachers plan exciting learning activities which motivate pupils to produce their best work. Pupils enjoy school and the great majority attend regularly. As one pupil said, ‘School is one of my most favourite places to be.’ They feel safe and trust staff to look after them well. They are polite, well behaved and keen to do well. Early years provision is good. Children make rapid progress throughout the Reception Year, ensuring that they are ready for learning in Year 1. Assessment systems in the wider curriculum, other than in mathematics and English, are not well developed. As a result, leaders are not yet precisely identifying the next steps for pupils’ learning in these subjects. Middle leadership is not yet fully developed in the school. Consequently, the work of middle leaders is not yet as effective as that of senior leaders in improving standards. Most parents and carers are positive about the school and recognise the improvements made in recent years. Some, however, have a range of concerns, including the information they receive about the curriculum and the effectiveness of homework.