The Tyrrells School Review 2026, High-performing Chelmsford primary with strong curriculum depth

High attainment is the headline here, but it is not the only story. This is a primary where academic standards sit comfortably alongside structured leadership opportunities, regular enrichment, and a clear set of shared expectations. The school’s mission, Aspire, Care, Learn for Life, is used consistently as a practical reference point for behaviour, effort and participation.

An ungraded Ofsted inspection in January 2025 indicated standards had improved significantly since the previous visit; the most recent graded judgement remains Good from October 2019.

Leadership is established, with Mrs Amanda Daines in post since January 2015, which matters in a school of this size because it supports consistency in curriculum, routines and staff development.

This is a large primary by many standards, with a published capacity around 420. That scale can dilute culture in some settings, but here it is used to create breadth rather than anonymity. The school builds identity through a house system from Reception onwards, with Curie, Hillary, Marconi and Shakespeare forming the spine of whole-school participation. House captains are elected in Year 6, linking pupil voice to a concrete civic process, and houses are also used for charitable fundraising and ongoing recognition through house points and awards.

The language the school uses about itself is practical and child-facing. Aspire, Care, Learn for Life appears as a working framework rather than a marketing strapline, and it shows up in how responsibilities are structured. House captains, the school council, and pupil-led elements such as guiding prospective parents around the school are positioned as normal parts of school life rather than special add-ons for a small group.

There is also a clear emphasis on enrichment as a route to curiosity and confidence. The school describes using visitors and trips to widen horizons, including visits to places of worship and a mobile planetarium visit that supports curriculum learning. These examples matter because they show a school that thinks about knowledge beyond worksheets and tests, while still expecting strong outcomes.

Outcomes at the end of Key Stage 2 are notably strong. In 2024, 89.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 39.67% achieved above the expected level, compared with an England average of 8%. These are substantial margins, and they suggest that both breadth (getting most pupils over the line) and depth (pushing higher attainers) are being addressed.

Scaled scores add further context. The average scaled score was 109 in reading, 109 in mathematics and 109 in grammar, punctuation and spelling, a strong set of indicators because scaled scores can reflect secure understanding rather than threshold performance alone.

Rankings reinforce the picture. Ranked 968th in England and 4th in Chelmsford for primary outcomes (FindMySchool ranking based on official data), the school sits well above England average, placing it in the top 10% of schools in England. Parents comparing nearby options can use the FindMySchool Local Hub page and Comparison Tool to view these measures side by side.

The practical implication is worth stating plainly. Pupils are leaving Year 6 with a strong academic foundation, which tends to translate into greater choice at secondary transition, particularly for families considering selective routes alongside non-selective local schools.

Curriculum strength here appears to be built on sequencing and checking understanding, not just coverage. The school describes identifying what pupils need to know and the order in which they learn it, with staff adapting teaching when misconceptions appear. This is the kind of approach that supports strong results without relying on last-minute intervention, because it reduces gaps accumulating over time.

Mathematics is presented as a particular area of structured development, with an emphasis on mastery, procedures and concepts, and the expectation that pupils apply learning to increasingly complex problems. For parents, that usually means classrooms where fluency and reasoning sit together, which tends to suit pupils who like clear methods as well as those who enjoy problem solving.

Reading is treated as a priority with precision. The school describes identifying exactly what struggling readers need and targeting support so pupils build comprehension, fluency and accuracy. For families, this is important because high overall attainment can sometimes mask weaker support for pupils who find literacy harder. The evidence here points towards a school that sees reading as foundational, not optional.

Early years provision also appears purposeful. Reception is described as building independence, confidence, and mathematical foundations such as number bonds, alongside careful adult language that expands vocabulary and supports oracy. In a school with strong end-of-primary results, it matters that the same ambition is visible at the start of the journey.

As a Springfield primary, the most common next step for many families is a local Chelmsford secondary. A useful concrete clue sits in the admissions arrangements for The Boswells School, which lists Tyrrells Primary School among its named feeder schools for a specific admissions criterion. That does not guarantee progression, but it does indicate an established pathway that many families will recognise.

Chelmsford also has selective secondary options, so some families will explore 11-plus routes alongside comprehensive choices. With attainment at Key Stage 2 this strong, it is realistic to expect that a proportion of pupils will consider selective applications, and the wider environment can feel shaped by that decision-making, even for families who are not pursuing selection.

Transition support is often as much about confidence as it is about paperwork. The school’s use of leadership roles and structured responsibility, such as house captains and school council, can help pupils adjust to the greater independence expected in Year 7.

Demand is high. For the primary entry route, there were 189 applications for 60 offers in the most recent admissions dataset, which equates to 3.15 applications per place. The school is recorded as oversubscribed. This means that, for most families, the quality of the school is only part of the equation. The other part is eligibility under the admissions criteria.

Primary admissions for September 2026 are coordinated through Essex. The Essex primary application window runs from 10 November 2025 to 15 January 2026, with late applications processed after on-time offers. This deadline is operationally important for families relocating or deciding late, because popular schools tend to fill in the normal round.

The school also runs tours for prospective parents and carers, typically between November and January, with Year 6 pupils involved in guiding and staff available for questions. Tours are structured as adult-only, limited in size, and timed for a mid-morning start, which signals an approach that prioritises seeing learning in action rather than staging an evening event.

If your family is shortlisting based on distance and priority criteria, the FindMySchool Map Search tool can help you understand practical proximity, but it is still essential to read the admissions policy for the specific year of entry and apply within the Essex timeline.

High attainment schools can sometimes drift into a narrow focus, but the evidence here suggests a broader view of what primary education should do. The school talks about confidence-building and widening interests through clubs, responsibilities and enrichment, alongside clear standards for behaviour and respect.

Support for pupils with special educational needs and disabilities is described as systematic, with needs identified accurately and adaptations made to curriculum and teaching. For parents, this matters because it signals that inclusion is not left to individual goodwill, it is designed into how teaching is planned and adjusted.

Safeguarding arrangements were confirmed effective at the January 2025 inspection, and the school lists clear safeguarding leadership roles, including the designated safeguarding lead and deputies.

Extracurricular and enrichment are not treated as generic fillers here, they are tied to identifiable programmes and experiences.

One distinctive strand is chess. Tyrrells Chess Club (TCC) runs after school for Years 3 to 6, with a structured blend of coaching, puzzles, and tournament preparation, including participation in national online primary competitions and an initiative focused on supporting girls’ chess. For pupils who take to it, this is the kind of club that develops concentration and strategic thinking over time, not just a casual lunchtime activity.

STEM curiosity is also cultivated through experiences that feel memorable to primary-age pupils. A “Space Dome” visit is described as a hands-on learning event where pupils explored space themes, including an immersive segment focused on Saturn’s moons. These moments are not just fun, they can help anchor abstract curriculum content in a concrete narrative pupils remember.

Sport and activity are well represented. The school lists a rotating range of clubs through the year, including netball, football, gymnastics, dodgeball, running, choir, construction, LEGO and science. Netball, for example, is organised as a structured after-school club for Years 5 and 6. In curriculum time, the school describes two PE or games lessons per week plus swimming lessons in the summer term.

Enrichment also includes broader cultural and historical experiences. The school describes Year 6 studying wartime art and local history, plus community-facing events such as a wartime tea for local residents, which links curriculum, performance and community involvement in a way that is unusually coherent for a primary programme.

The school day is clearly set out. Gates open at 8:40am, the day begins at 8:45am, and finishing time is 3:15pm.

Breakfast club is offered, although detailed operational information is provided via school documents rather than a short summary on the public page.

For travel planning, most families will approach this as a local walk, short drive, or bus journey within Springfield and wider Chelmsford. If you are relying on timing and logistics for wraparound care and commuting, confirm the latest arrangements directly, especially for after-school provision where details are not summarised on the public pages.

• Competition for places. With 189 applications for 60 offers and an oversubscribed status, admission is the limiting factor for many families. Have a realistic Plan B and check how priority criteria apply to your address.

• Tour availability. Tours are limited in size and run on a fixed pattern between November and January. Families who prefer multiple visits, or who need flexibility because of work patterns, should plan early and use the published tour structure as the baseline expectation.

• High expectations. The school sets ambitious academic and behavioural standards. Many pupils thrive on this clarity, but children who need a slower pace or are sensitive to performance pressure may need careful support and reassurance at home.

• Breadth still requires commitment. Clubs and enrichment are there, but pupils benefit most when families can support regular attendance and consistency, particularly for structured clubs such as chess or team sport.

This is a high-performing Chelmsford primary where strong results appear to be underpinned by careful curriculum design, established leadership, and a genuine emphasis on pupil responsibility. The mix of academic ambition, structured house culture, and well-evidenced enrichment makes it a compelling option for families who want a demanding but broad primary experience. Best suited to children who respond well to clear expectations and enjoy stretching learning, with families who can plan early for an oversubscribed admissions process.