Chingford Foundation School

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About Chingford Foundation School

Name Chingford Foundation School
Ofsted Inspections
Headteacher Mr Gary Haines
Address Nevin Drive, Chingford, London, E4 7LT
Phone Number 02085291853
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1485
Local Authority Waltham Forest
Highlights from Latest Inspection

What is it like to attend this school?

Pupils, parents and carers recognise the significant recent improvements made to the school since the previous inspection.

Leaders have high expectations for the conduct and behaviour of pupils. There are clear and established routines that support pupils to behave well. Pupils respect teachers and follow their instructions.

They are encouraged to respect the cultures and backgrounds of people within the school and local community.

Pupils study a broad and well-sequenced curriculum. Teachers are experts in the subjects they teach.

The careers programme supports pupils to understand where their learning can take them in the future. Important life are taught as part of the personal, social and health education curriculum.

The sixth form continues to be a strength of the school.

Students in the sixth form are role models to younger pupils. They demonstrate the highest standards of attendance and punctuality. Many students act as mentors for younger pupils.

They run enrichment clubs and promote opportunities such as the school eco-team.

Communication is a strength of the new leadership team. Staff and parents were well informed about the recent changes that leaders have made.

The school has swiftly improved the way that the curriculum is delivered in class and pupils' behaviour. The Trust ensures that leaders have the resources they need to continue to develop the school.

What does the school do well and what does it need to do better?

The school's curriculum is well established.

Leaders have identified the key knowledge that they want pupils to learn. They have thought about how pupils' build their competency in specific skills in the subjects they study. In history, pupils gain a deep understanding of significant periods and the historical events that shaped them.

They develop their ability to analyse and interpret key resources.

Teachers explain new concepts clearly. They help pupils to understand the links between pieces of learning.

For example, pupils in English are taught to recognise the recurring themes and genres within the texts that they study. In the sixth form, students develop effective study habits that prepare them well for their next steps in education, training or employment.

This year, leaders have introduced whole-school approaches to help pupils to embed their learning in their long-term memory.

Leaders have considered the workload and well-being of staff when making decisions. Teachers in the early stages of their careers receive the mentoring and professional development that they need to be successful. Teachers revisit pupils prior learning.

Mostly, teachers check the understanding of pupils before moving on to new learning. However, this practice is not routinely used to identify and address any misconceptions that pupils may have.

Pupils are encouraged to read for pleasure.

They all have reading books and there is time for reading built into the school day. Leaders identify pupils who need further support with reading and provide support to develop their reading fluency and comprehension.

The school is calm and orderly.

The new school behaviour policy is well understood by staff and pupils. Pupils' attitudes to their learning have improved. Pupils try hard in lessons and learning in class is seldom disrupted.

Pupils' attendance rates, affected by the pandemic, have not returned to pre-pandemic levels. Some pupils are routinely late to school. Leaders are increasing the support for pupils and their families who struggle to attend school regularly and on time.

Sometimes, pupils are slow to move between classes and do not arrive at their next lesson on time. This results in lost learning for these pupils.

The school identifies and provides support for pupils with special educational needs and/or disabilities (SEND).

Staff who support pupils with SEND have been trained to understand and support their needs effectively. Teachers know the needs of pupils with SEND in their classes. They help pupils with SEND to access the same curriculum as their peers.

The school has a very broad range of enrichment clubs that pupils can choose to attend. These are increasing in popularity. Sports clubs are well attended.

The new house system provides leadership opportunities to pupils in all year groups. The school organises a range of yearly careers events. Pupils regularly hear about different careers from visiting professionals.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not consistently check what pupils understand or whether learning is secure. As a result, pupils' misconceptions and knowledge gaps are not identified and addressed when they occur.

The school should ensure that staff routinely check that pupils know and remember their learning before they move on to new learning. ? Attendance rates and punctuality to school have been slow to recover following the pandemic, and as a result, learning is missed. The school should ensure that the new procedures to support pupils to attend every day and on time are implemented fully.

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