Chadwell Primary School Review 2026: Large, structured primary with strong KS2 outcomes

A big primary with a clear sense of routine, Chadwell Primary School serves families around Chadwell Heath with Nursery provision from age 3 and places through to Year 6. The leadership structure is distinctive for a primary, with Mr Lee Walker as Executive Headteacher, alongside a separate Head of School (Ms R Kalhan).

The most recent published key stage 2 picture (2024) is consistently above England averages across reading, writing and maths combined, with reading and maths scaled scores also above national benchmarks. In FindMySchool’s primary ranking (based on official data), the school ranks 2,995th in England and 14th locally (Havering), which places it comfortably within the top 25% of primaries in England.

On inspection, the latest Ofsted report (May 2025) judged the school to be Good across Quality of education, Behaviour and attitudes, Personal development, Leadership and management, and Early years provision.

This is a school built around clarity. Day-to-day routines are set early, with a consistent rhythm from Nursery through to Year 6, and a strong focus on respectful relationships. External review evidence describes pupils as happy and keen to learn, with staff knowing pupils well and relationships described as positive.

Scale shapes the experience. With capacity for 682 pupils and published numbers around the mid 600s, year groups are likely to feel socially broad, with plenty of peers to find your place among. For some children that is reassuring, as friendship groups can flex over time. For others, especially those who prefer smaller settings, it can feel busy at peak times like drop-off and lunch.

The school’s “Everyone a Learner” ethos is not treated as a slogan only. It shows up in the way leadership talks about learning culture, and in curriculum choices that emphasise participation, practice, and building secure foundations.

Chadwell’s 2024 key stage 2 outcomes present a strong profile against England averages.

In 2024, 78.67% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 23% achieved the higher standard in reading, writing and maths, compared with an England average of 8%.

Scaled scores also compare well. Reading scaled score is 107 and maths scaled score is 107, both above typical national benchmarks. Grammar, punctuation and spelling scaled score is 108. Science is a relative weak spot in the published data, with 67% meeting the expected standard, below the England average of 82%.

Rankings add context. Ranked 2,995th in England and 14th in Havering for primary outcomes (FindMySchool ranking, based on official data), the school sits above England average, placing it comfortably within the top 25% of schools in England.

These results suggest a school that is particularly effective at building secure core literacy and maths, with additional headroom for higher attainment in the combined measure. For families prioritising structured academic fundamentals, that is a meaningful signal. For families with a strong science interest, it is worth asking how science knowledge is sequenced and assessed, and how misconceptions are checked in practice.

Curriculum thinking here is explicit. The school describes a broad national curriculum offer with themed, cross-curricular planning, and it places emphasis on pupils learning knowledge in a logical order so that new learning builds on prior learning.

Early reading is a clear priority. Phonics begins at the start of Reception, taught daily in a dedicated slot, using Essential Letters and Sounds (ELS). The school describes a systematic approach through the ELS sequence, from single-letter sounds through to more complex spellings, with repeated practice and structured lesson routines that help children know what is coming next.

Mathematics is framed around mastery. The Maths No Problem approach, based on Singapore-influenced methods, is used from early years to Year 6. The school describes lessons built around small steps, concrete pictorial abstract representations, and a sequence that includes exploration tasks, guided practice, independent practice, and journaling to explain and compare methods.

As a state primary, the main transition point is Year 6 into local secondary schools. The school directs parents to apply through their home borough, and it explicitly notes that families can include schools outside Redbridge on the same application, including neighbouring boroughs.

Families considering selective routes are given a practical reminder: if a grammar option is a genuine preference, it must sit high on the application list, otherwise a place at a different school can be allocated first and the grammar offer may not follow. That guidance reflects the realities of London coordinated admissions and is worth reading early in Year 6.

For many families, the most useful next step is to shortlist secondaries by travel time, admissions criteria, and likely offer distance. FindMySchool’s Map Search can help you sanity-check distance assumptions before you over-commit to a single option.

Nursery entry

Nursery admissions are handled directly by the school. Provision is for 15 hours per week, either a morning session or an afternoon session, funded through the government early years entitlement. The school states that it does not offer chargeable extras for Nursery. Session times are published as 8:50am to 11:50am for mornings, and 12:40pm to 3:40pm for afternoons.

Nursery places are prioritised by a published order that includes looked after children, siblings already at the school, then proximity of home to the school.

A critical practical point is stated clearly: attending Nursery does not guarantee a Reception place. Reception entry must be applied for through the Local Authority at the usual time.

Reception and in-year entry

Reception admissions follow the London Borough of Redbridge admissions policy and are coordinated by the Local Authority. In-year applications (Reception to Year 6) are also handled through the Local Authority, with waiting lists used where year groups are full.

Demand is a feature of the school. For the most recent Reception entry dataset provided, there were 258 applications for 90 offers, a subscription proportion of 2.87, and the route is marked Oversubscribed.

Catchment pressure shows up in distance too. In 2024, the last distance offered was 0.787 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

The school presents itself as inclusive, and the inspection evidence supports a picture of staff knowing pupils well, with pupils feeling able to talk to adults about concerns. Bullying is described as rare, with issues resolved quickly when they occur.

Pupils also have structured routes for leadership and contribution. The School Council is clearly defined, with elected representatives from Key Stage 2, and examples of council impact include campaigning for improvements to toilets, reinstating and running a Talent Show, organising fundraising days, and monitoring corridors at lunchtime.

Safeguarding is treated as a baseline. The inspection confirmed safeguarding arrangements as effective (May 2025).

The school makes a point of extending learning beyond lessons. Educational visits are presented as a planned part of curriculum delivery, with the school stating that each year group goes on a minimum of two trips per year, from Reception through to Year 6. Visit types mentioned include museums, farms, religious centres and historical sites.

Music appears as a visible strand of school life. The school maintains a published Music page and links to a Music Development Plan, and inspection evidence notes pupils enjoying singing, learning instruments, and performing in assemblies and concerts.

Clubs are part of the offer, though the website does not publish a single consolidated list of current clubs. What is clear is that pupils have lunchtime and after-school opportunities, and that leadership activities such as School Council roles are a structured part of pupil experience rather than an add-on.

The school day is clearly published, with a soft start at 8:50am for Reception to Year 6 and a 9:00am registration. Most year groups finish at 3:30pm. Nursery provision follows morning and afternoon sessions aligned to the published 15-hour model.

Wraparound care exists in some form, with a dedicated Breakfast and After school Club page, but detailed timings and charges are not published on that page. Families who need specific start and finish times should ask directly before relying on it for childcare planning.

For transport, Chadwell Heath rail station (Elizabeth line, Zone 5) is the most obvious rail anchor locally, with bus routes also serving the station area.

• Oversubscription is real. With 258 applications for 90 offers in the most recent Reception dataset provided, demand is materially higher than supply. If you are planning a move, validate likely offer distance and criteria early.

• Distance can be tight. In 2024, the last distance offered was 0.787 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

• Science is the one published weak spot. The 2024 science expected standard figure (67%) sits below the England average (82%). Ask how science is assessed, and how gaps are identified and corrected across key stage 2.

• Nursery is not a feeder guarantee. Nursery is funded and run as a separate route, but it does not confer priority for Reception. Plan Reception admissions separately and on time.

Chadwell Primary School suits families who want a structured, large primary with clear routines, a strong early reading model, and maths taught through a mastery approach. Published 2024 outcomes suggest especially strong core measures in reading and maths, alongside a need to understand how science outcomes are being strengthened. Admission is the main constraint, so this is best for families able to plan early and stay realistic about offer distance.