Chartridge Combined School
Catchment Area, Reviews and Key Information

Primary
PUPILS
213
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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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, ONS
01296 395000 / 0845 3708090

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 criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

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.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(23/01/2019)
Full Report - All Reports
79%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Cogdells Lane
Chartridge
Chesham
HP5 2TW
01494837498

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your deputy headteacher provide effective leadership for the school. You have set high expectations and are aspirational for your pupils. Through careful monitoring you have ensured that you have an accurate understanding of the school’s strengths and priorities for improvement. This has enabled you to focus your school improvement work in the right areas. You are making the improvements needed and ensuring that pupils continue to learn well. The vast majority of parents and carers who expressed a view were very positive about the work of the school. You have established a positive climate for learning and a nurturing ethos throughout the school that is supported by strong relationships between staff and pupils. One parent said, ‘The school harnesses the children’s potential and is nurturing in its ethos.’ As a result, pupils are happy and enjoy coming to school. They are polite, friendly and welcoming. Pupils have very positive attitudes to learning, are confident and work with high levels of concentration, particularly in key stage 2. They know what they need to do to improve in their learning and they are committed to making those improvements. For example, one child told me that he was working particularly hard to improve his handwriting so that he would earn his ‘pen licence’. At the time of the previous inspection you were asked to ensure that pupils in key stage 1 and children in the early years were fully challenged in their learning. You were also asked to improve outcomes in writing so that they match those in mathematics and reading. You have successfully improved outcomes in key stage 1 over the last three years. In 2017 and 2018 the proportions of pupils who attained the expected standard and who reached greater depth in reading, writing and mathematics were above national averages. You have also secured improvements in writing. The rates of progress that pupils make in writing have been in line with the national averages for the last three years. The proportion of pupils achieving the expected standard in reading, writing and mathematics combined at the end of key stage 2 has been above the national averages for the last three years. You have, however, quite rightly identified that improving outcomes in writing remains a priority for the school, and have taken further steps to address this by, for example, introducing new strategies for the teaching of spelling. This is because, despite the improvements made, the rates of progress that pupils make in writing in key stage 2 do not yet match those in mathematics and reading. Safeguarding is effective. You and your deputy headteacher have ensured that pupils’ welfare is a priority in the school and have established clear policies and effective procedures to keep pupils safe. All of the required checks are completed on the suitability of adults working in school and these are recorded efficiently on the single central register. You provide regular, thorough training for all staff so that they understand their safeguarding responsibilities and know what to do if they have any concerns about a pupil. Pupils say that they feel safe in school and that their teachers help them if they have any worries or concerns. They say that bullying is very rare but that when it does occur teachers are very quick to deal with it and it is resolved effectively. Parents are confident that the school takes good care of their children. One parent said that the children are ‘safe, very well looked after and happy’. Inspection findings In addition to checking safeguarding arrangements, I focused on the following aspects of the school’s work: how well teaching builds on pupils’ writing skills in key stages 1 and 2; the effectiveness of teaching in helping pupils to make the best possible progress in the early years; and how effectively governors check on the use of additional funding to support outcomes for disadvantaged pupils. As a result of the actions you have taken to improve outcomes in writing, current pupils in key stages 1 and 2 are making strong progress from their starting points. Pupils write with increasing stamina and with greater confidence in a range of styles and in different subjects. The strategies that you have introduced, to improve the quality of pupils’ handwriting and their varied use of language, have been highly effective. Pupils present their work carefully, with neat handwriting, and apply a wide range of vocabulary to make their writing interesting. Pupils have a clear understanding of what they need to do to improve their writing and are committed to doing so.

Chartridge Combined School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>31, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>22, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>53, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>39, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>43, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>55, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>41, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>39, "disagree"=>9, "strongly_disagree"=>2, "dont_know"=>21} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>40, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>48, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>8} UNLOCK Figures based on 118 responses up to 23-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>56, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 118 responses up to 23-01-2019
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 118 responses up to 23-01-2019

Responses taken from Ofsted Parent View

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