Chipping Ongar Primary School
Catchment Area, Reviews and Key Information

4 - 11
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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
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Greensted Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, your leaders and governors provide clear direction, which creates a strong sense of community and purpose that motivates staff and pupils to achieve well. Leaders and governors have an accurate understanding of what needs to be done and provide useful plans to secure improvements. Governors keep themselves well informed, through regular visits to the school and their analysis of leaders’ assessment information. Parents and carers and staff alike recognise the good quality of leadership in your school. The previous inspection identified many strengths, including: the quality of provision and the good start that children make in the early years; mathematics; the knowledge and commitment to improvement demonstrated by your governors; the support for pupils who have special educational needs (SEN) and/or disabilities; the wide range of sporting opportunities offered to pupils; spiritual, moral, social and cultural education; and pupils’ exemplary behaviour. These all remain strengths. You continue to offer a broad topic-based curriculum, which interests pupils, allowing them a degree of influence over the direction of their learning. You provide specialist teachers in subjects such as French, physical education and art, which ensures that pupils produce high-quality work. Pupils learn strong subject-specific skills and knowledge in foundation subjects, and science is a strength. Teachers plan lessons which engage pupils. During the inspection, I saw well-planned, challenging and exciting teaching. The school’s approach to teaching and learning makes good use of exploring real situations and problems. For example, a Year 4 class wrote articles about the science day which had taken place the day before the inspection, from which a local newspaper will select and publish. Pupils are articulate, polite and well mannered. Their attitudes to learning are extremely positive. Pupils enjoy their work and talk about their determination to do well. Pupils are motivated by the achievement assemblies and house points. Pupils are keen to take on responsibilities and exercise democratic choices. They spoke about performing duties, for example as representatives on the school council, junior librarians, managers of the healthy tuck shop and play leaders. Pupils also say that they enjoy the wide range of sports, clubs, trips and special events that are on offer. The school has invested in specialist providers in many instances, for example in dance, music, singing, karate and art. Responses to the pupils’ questionnaire reflect the high level of participation in additional activities. Parents talk of how the school’s approach to learning and well-being has helped their children to become more independent and more confident. They appreciate the efforts the school makes to support them in helping their children to learn, through good information and workshops. A number of parents of pupils who have SEN and/or disabilities commented on the excellent provision for their children and the rapid progress they are making. Safeguarding is effective. You ensure that safeguarding arrangements are fit for purpose. As the safeguarding lead, you place a high priority on keeping pupils safe and ensure vigilance at all times. You check that records are of a high quality. All staff and governors receive regular training updates and know how to alert leaders to any concerns that they have. Visitors are provided with the necessary information should they have a concern. You work with external agencies effectively to ensure that pupils are kept safe and families are well supported. When there have been concerns, you have been tenacious in following these through. Pre-employment checks on staff and records are comprehensive to ensure that staff are suitable to work with children. You take all aspects of health and safety seriously and there is good provision for pupils who have medical needs. Governors make regular checks on all aspects of safeguarding and health and safety. All parents, staff and pupils who completed the online questionnaire felt that their children were safe. Inspection findings In your previous inspection report, inspectors recognised that most pupils were making good progress because of good teaching, but also asked that leaders further challenge pupils and ensure that pupils are taught English and mathematics skills in other subjects. The school has successfully addressed these issues. Teachers and teaching assistants are skilled in questioning and prompting pupils to order to challenge them. In English and mathematics, lessons include challenge objectives, designed to extend pupils learning. This approach is less developed in other subjects. Teachers provide work which reflects the needs of their class. Lessons are planned so that the most able pupils do not unnecessarily repeat work and they are offered focused sessions with the teacher in order to extend their learning. Pupils who need extra help are well supported.

Chipping Ongar Primary School Parent Reviews

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