Chigwell Row Infant School
Catchment Area, Reviews and Key Information

5 - 7
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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 2021, ONS
0845 603 2200

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?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
Happiness Rating
Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Pupils with SEN support
Lambourne Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Chigwell Row Infant School is a charming, happy and lively small school with three classes. Pupils are happy, confident, and keen to talk to adults about what they enjoy about the school. Your rural location provides unique enrichment opportunities for pupils. You utilise this effectively to support pupils’ learning. Pupils, as part of forest school activities, regularly take part in activities within Hainault Forest. The forest is a short walk from the school, so all pupils can access the woodland on a regular basis. Pupils also get opportunities to venture through nature when horse riding, which is also provided as part of the curriculum. All pupils are taught to swim and specialist teaching ensures that pupils benefit from a range of sports. These activities provide rich experiences for all pupils, particularly the most vulnerable and pupils who have special educational needs and/or disabilities. Consequently, pupils demonstrate high levels of confidence throughout their learning. You are determined in your efforts to provide the best care for your pupils. For example, you relentlessly pursue and successfully secure additional funding for pupils who have special educational needs and/or disabilities. You have a clear vision for expanding the school’s facilities and have approached relevant local bodies to make arrangements to purchase some extra land for the school to improve the physical space. Since the previous inspection, you have started working in partnership with other local schools. These professional relationships have been invaluable in assisting you with future school planning and development, and the sharing of current best practice. This has been particularly useful for validating the school’s systems for assessing pupils’ work. You are ably supported by a dedicated team of three teachers, experienced administrative staff and additional adults who ensure that the welfare of the pupils is at the centre of their work. Your strong commitment to staff professional development has meant that teachers have been successfully promoted and secured teaching jobs elsewhere. Although this has caused you some significant challenges with recruitment, you have ensured that pupils have continued to receive a good and better level of education across the school. The previous inspection highlighted the need to develop subject leadership further. You successfully achieved this soon after the 2012 inspection. However, teachers have since moved on and teachers, new to the school this year, have taken on these roles and have made an effective start. Discussions with the leaders of mathematics and English demonstrate that they have identified accurate areas for improvement in both these subjects and have already put actions in place to further secure better outcomes for pupils. Safeguarding is effective. You and governors have successfully created a safe and caring environment in which pupils can learn. Parents, who responded to Ofsted’s online questionnaire Parent View, overwhelmingly agree that their children are safe, happy and well looked after. Pupils behave well in lessons and around the school. They are keen to learn and share their knowledge in whole-class discussions. Pupils happily speak about how fond they are of adults in the school. Pupils are able to explain how they keep safe online and would know what to do if they have concerns. Vulnerable pupils are particularly well cared for. You and your staff know all of the pupils well, enabling you to precisely match extra support to the needs of individual pupils. You work well with families to ensure that you have the latest information about the pupils in your care. You have ensured that all safeguarding arrangements are fit for purpose and records are well kept. All statutory checks on employees are undertaken. You have effective systems for staff to communicate concerns about children who may be at risk. Files are detailed and have a chronology so that incidents, actions and next steps can be easily identified. You celebrate good attendance weekly and pupils enjoy the rewards. You work well with families and follow up poor attendance immediately to help reduce the few persistent absentees. Attendance for these pupils has improved over the year. Inspection findings My first line of enquiry looked at the quality of teaching, learning and assessment in phonics. In 2016, the proportion of pupils in Year 1 who met the required standard in the phonics screening check was below national average. However, the high numbers of pupils in this year group who have special educational needs and/or disabilities made good progress from their different starting points and successfully reached the expected standard in Year 2 this year. During my observations of the teaching and learning of phonics, teachers and teaching assistants demonstrated good subject knowledge. Teachers organise teaching and learning so that the most able pupils are supported to make as much progress as they are capable of. For example, the most able children in Reception work alongside pupils in Year 1. As a result, these children make accelerated progress. Pupils are given opportunities to reinforce their learning through speaking, listening and writing activities. For example, in one lesson the youngest pupils were able to give an example of a full complex sentence using the word ‘water’. The teaching assistant carefully modelled pronunciation and pupils then wrote the sentence using their phonics knowledge, successfully constructing the sentence with fully formed letters. Listening to pupils read across the school demonstrates that pupils enjoy reading and understand why it is important that they learn to read. Pupils are excited about their reading books and read with confidence. They are able to use their phonics knowledge to read unfamiliar words while others are able to consider punctuation while reading and explain its purpose. Inspection evidence, and the school’s own information on pupils’ achievement in reading, demonstrates that outcomes in phonics for pupils this year are in line with the national expectation. My second line of enquiry looked at the impact of subject leadership on the quality of teaching, learning and assessment in all subjects, including English and mathematics. This was an area for improvement in the previous inspection report. Additionally, in Year 2 writing was slightly below national averages at the end of 2016. The new subject leaders are enthusiastic and passionate about the school and are successfully improving pupil achievement. The small number of teachers in the school work closely together on a daily basis to support each other in ensuring that pupils are getting the support they need. They have identified the school’s priorities, which align with the evidence seen on inspection. Topic books show good curriculum coverage; however, leaders recognise that pupils are not being given enough opportunities to write in subjects other than English. Additionally, pupils’ mathematics books show that not all pupils are being provided with sufficient challenge to ensure that they make as much progress as they are capable of. Leaders have identified that pupils need to have more opportunities to work at the deeper level in mathematics through applying their skills to problem-solving activities. Leaders have been developing their own practice and have investigated a variety of resources which will enable them to plan more activities which challenge pupils to reach the higher levels of attainment.

Chigwell Row Infant School Parent Reviews

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