Chase Lane Primary School, located in Chingford, London, has been recognized as a good school following its inspection on December 13 and 14, 2022. The school fosters a positive environment where pupils enjoy their school life, characterized by kindness, friendliness, and respect among students. The staff demonstrates a strong commitment to the well-being of pupils and their families, ensuring that individual needs are met effectively. The school embodies a strong sense of community, with leaders setting high expectations for pupil behavior. From the early years, a set of 'golden rules' is established, contributing to a calm and orderly atmosphere where pupils listen attentively, follow instructions, and engage in their work diligently. Instances of bullying are rare, and when they occur, they are addressed promptly and effectively, ensuring a safe environment for all.
Pupils are encouraged to participate actively in school life, with leaders engaging with the school council to incorporate pupils' views into school development, particularly in areas like behavior and sustainability. Older pupils take on leadership roles, such as well-being ambassadors and sports leaders, which fosters a sense of responsibility and community involvement. The school offers a diverse range of extracurricular activities, including forest school, sports, choir, gardening, and theatre club, allowing pupils to explore and develop their interests and talents.
The curriculum at Chase Lane Primary School is broad and ambitious, with a clear focus on the knowledge and skills pupils are expected to acquire from Nursery to Year 6. The early years curriculum emphasizes exploration and play, effectively preparing children for more structured learning in Year 1. In Years 1 to 6, cross-curricular topics are developed, integrating subjects like history, geography, and art. This structured approach enables pupils to build their knowledge progressively and in greater depth.
Reading is prioritized, with a strong emphasis on phonics from the start of Reception. Teachers effectively implement the phonics program, helping pupils develop their reading skills. By the end of Year 1, a significant proportion of pupils meet age-related expectations. However, there are inconsistencies in the application of phonics in Year 2 and beyond, which can hinder some pupils' reading fluency. The school provides a diverse selection of books that reflect pupils' cultural backgrounds, promoting a love for reading and positive role models.
Teachers possess good subject knowledge and utilize it effectively to enhance pupils' learning. In mathematics, for instance, teachers revisit prior learning to build on pupils' knowledge logically. The school is attentive to the needs of pupils with special educational needs and disabilities, ensuring they receive the necessary support to access the curriculum without disruption.
Chase Lane Primary School has established a comprehensive personal development program, addressing important issues such as relationships, equality, diversity, and physical health. Pupils engage in discussions about these topics, fostering a deeper understanding of their relevance to their lives. The school celebrates various cultural events, promoting respect and understanding among pupils from different backgrounds.
The leadership team is committed to providing high-quality education, with governors effectively holding leaders accountable. The school actively involves parents and carers in their children's education, responding to their needs and concerns. Staff members feel valued and supported, contributing to a positive working environment.
The safeguarding arrangements at Chase Lane Primary School are effective, with a strong culture of safeguarding established by leaders. Staff receive regular training to ensure they are equipped to keep pupils safe, and there is a proactive approach to addressing potential risks. Overall, the school is dedicated to maintaining a safe and nurturing environment for all pupils while continuously striving for improvement in teaching and learning practices.
