Chalkwell Hall Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
360
AGES
4 - 7
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(18/10/17)
Full Report - All Reports
98%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

19.2:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
4.5%
NATIONAL AVG. 8.2%
Persistent Absence
6.7%
NATIONAL AVG. 21.2%
Pupils first language
not English
8.3%
NATIONAL AVG. 16.8%
Free school meals
4.2%
NATIONAL AVG. 12.6%
Pupils with SEN support
London Road
Leigh-on-Sea
SS9 3NL
01702478533

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You have created a school where standards are high, and pupils behave well and develop an early love of learning. You work closely with the junior school that shares the site, so that pupils move easily from one school to the next as they progress from key stage 1 into key stage 2. For example, the junior school headteacher is a member of your governing body and you are members of his. A new post has recently been created so that an assistant headteacher now works across both schools, with a particular focus on ensuring continuity for pupils who have special educational needs and/or disabilities. The governing body has taken a very considered approach to planning Mrs Palmer’s retirement as the school’s long-standing headteacher. Since September 2016, you have worked closely together in a co-headship arrangement, each taking responsibility for half the week, with a shared ‘handover day’ on Wednesdays. This is working well and is ensuring that the change of leadership, after 17 successful years, is smooth and gentle. Parents are very supportive of the school and almost universally positive about it. A high number of parents responded to Ofsted’s online questionnaire, Parent View, and many people chose to leave additional written comments. Parents described the staff as ‘approachable and caring’ and said that their children are ‘happy and eager to learn’. Many parents described the school as ‘excellent’ and several said how much they appreciate the range of information they receive. For example, one parent commented that, ‘the communication is second to none’. One parent summed up the views of many by saying: ‘My daughter loves it here. She goes to school with a smile on her face every day and when I pick her up she is always beaming.’ You have focused well on the points for improvement from the previous inspection, and have made good progress in these areas. The school continues to improve and its overall effectiveness is still clearly good. You know that there is work to do to bring outcomes in other subjects up to the same high standards as in English and mathematics, and to ensure that more disadvantaged pupils make rapid progress. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose. The school has a number of senior staff who have been properly trained to carry out the role of designated safeguarding lead effectively. This means that there is good coverage throughout the week and there is always someone available should a child protection concern arise. Relationships between staff and pupils are very strong. This helps to keep children safe because pupils are more likely to share concerns with an adult they trust, should they arise. You have recently improved the way records of child protection concerns are kept. Although detailed records have always been kept, they are now better organised and have clear chronologies. This means that you are better able to see emerging patterns in the concerns that staff report about pupils. The school’s single central record of pre-employment checks meets statutory requirements. Inspection findings I followed a number of lines of enquiry in order to check that the school remains good. Initially, I had intended to look at outcomes in writing because the published data for 2016 showed a dip in this subject. However, you supplied me with a summary of your evaluation of the school’s strengths and weaknesses prior to the inspection. This showed that you had focused strongly on improving writing during the previous academic year, and that outcomes at the end of key stage 1 were, once again, above the national average in 2017. We agreed that it would be sensible to look at outcomes for pupils across the broader curriculum instead. As leaders, you had already identified the need to improve outcomes for pupils in subjects other than English and mathematics, and to be able to track and monitor the progress pupils make in these subjects. I agree that this is a suitable area for you to prioritise. Pupils experience an appropriately broad and balanced curriculum. Their topic books and folders, and science books in Year 2, show evidence of pupils’ work in these subjects. However, the quality and range of work in other subjects are not as strong as they are in English and mathematics. Pupils are not given sufficient opportunities to make substantial and sustained progress in subjects such as history and music. Assessment is not well developed in these subjects. You are working with colleagues in other local schools to develop an effective and practical approach to assessment that will enable you to track pupils’ progress accurately across the full range of subjects in the national curriculum. The second area that I looked at was outcomes for disadvantaged pupils. The published assessment information available prior to the inspection showed a mixed picture in terms of how good outcomes are for the small number of disadvantaged pupils who attend the school. Leaders and governors have high aspirations for all pupils but for disadvantaged pupils particularly. You have adjusted the way that the pupil premium grant is spent in order for it to have greater direct impact on the progress that disadvantaged pupils make. For example, additional qualified teachers work with pupils on an individual basis, or in small groups, to tackle their misconceptions and any weaker areas of learning. Disadvantaged pupils are making at least expected progress in reading, writing and mathematics throughout the school. You and the school’s governors monitor spending of the pupil premium grant regularly. However, you do not check explicitly enough whether the way the funding is spent is having a clear impact on the progress that pupils make. As a result, few disadvantaged pupils make the rapid progress necessary to enable gaps between their attainment and that of other pupils to diminish quickly. The third area that I checked was whether pupils’ gender has an impact on the progress they make. The 2016 published data suggested the possibility that girls do better in English while boys do better in mathematics. Assessment information for current pupils, the work in pupils’ books and other inspection evidence shows clearly that this is not the case. Staff use a wide range of appropriate methods to ensure that all pupils enjoy their learning and have their needs met. The fourth line of enquiry was to check whether pupils who have special educational needs and/or disabilities make good progress throughout the school. I chose to look at this area because the very small number of pupils in this group meant that little information was available prior to the inspection. There are very few pupils on the school’s list of those who have special educational needs and/or disabilities. Currently, 18 pupils have been identified as having special educational needs and/or disabilities out of a school roll of 360. The school’s assessment information shows clearly that this group of pupils is making good progress. You place a strong emphasis on ensuring that all teaching is of at least a good quality and that pupils are given the support they need to succeed. For example, the ‘treehouse’ class opened in September 2017 and is providing specialist support for eight pupils who have special educational needs and/or disabilities. Although it is too early to measure the impact of the provision fully, there are clear early signs that pupils are gaining from this approach.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
01702 215 000

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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