Chaddleworth St Andrew's C.E. Primary School Review 2026: A small Church primary in a federated model

Key Stage 2 outcomes are not presented available for this review, so there is no headline combined reading, writing and mathematics figure to summarise here. Rather than leaning on generalities, the most responsible approach is to use this section to explain how families can triangulate quality.

First, start with the most recent inspection outcome and what it says about learning culture and safeguarding. Second, use the Department for Education’s school performance services for any published attainment data. Third, ask the school how it tracks progress across mixed-age classes and across the federation, because for small settings the internal assessment model and curriculum sequencing matter at least as much as raw end-of-key-stage numbers.

If you are comparing several local primaries where data availability varies, FindMySchool’s Local Hub comparison tools can still be useful for viewing what is published side-by-side, rather than trying to interpret each source in isolation.

The 2022 inspection report describes a curriculum that has been carefully thought through and logically sequenced, with leaders involving staff and using their expertise to shape what pupils learn and when. For a small school, this matters. When staff are covering more than one year group, clarity of progression and shared approaches help keep standards consistent across the federation.

Deep dives in the inspection included reading and mathematics, plus humanities subjects. Even without turning this into an inspection summary, it is useful context because it signals that leaders were expected to demonstrate subject planning, staff training, and how learning builds over time. For families, the implication is simple: ask to see examples of long-term planning and how it translates into day-to-day classroom routines, especially where pupils are learning alongside different ages.

The two-site approach is also used for targeted experiences. The federation publishes that the Chaddleworth site is used as a breakout learning space, including a mental health and resilience project for Years 5 and 6, alongside drama workshops and music lessons. This is a sensible use of space for a small school, because it creates room for specialist projects without needing to pretend the roll is larger than it is.

As a West Berkshire primary, secondary transfer is handled through the usual local authority process, and families should expect to apply through West Berkshire Council for Year 7 places, just as they do for Reception. The right secondary options depend heavily on where you live, transport, and the council’s current designated area arrangements.

The best question to ask this school is not simply “where do pupils go”, but “how is transition managed across a very small cohort”. In small settings, transition tends to be highly personal. Staff can typically describe each pupil’s readiness, pastoral needs, and how independence is built in Year 6. Ask how the school supports children who may be moving to a much larger secondary environment, and what links it maintains with receiving schools.

Applications are coordinated by the local authority and follow the national admissions timetable.

For Reception entry in West Berkshire, the council publishes the current application window, closing date and offer day. Check the latest admissions guidance before applying.

Because this is a small school in a village context, demand can fluctuate more than in larger town primaries. The safest way to plan is to use FindMySchoolMap Search to check your home-to-school distance and then compare it against recent allocation patterns published by the local authority, remembering that outcomes can shift from year to year even in the same village.

Open days and tours are not published as fixed dates on the pages accessed for this review, so families should check the federation’s events information or contact the school office for the most current arrangements.

The inspection report describes pupils feeling safe, with staff trained to identify concerns and clear procedures for reporting and responding. That matters in any school, and in a small setting it often becomes even more visible, because adults tend to know pupils and families well.

The school also signposts a structured approach to pupil voice, including a school council, and frames leadership as something pupils practise rather than something reserved for older children in larger schools. For families, the implication is that confident, community-minded children often enjoy the responsibility; quieter children can benefit too, as long as staff deliberately share roles and do not let a few personalities dominate.

For older pupils, the federation’s published use of a resilience-focused project for Years 5 and 6 is a positive sign that wellbeing is being handled proactively rather than only reactively.

Wraparound care is unusually clear and specific here. Breakfast Club runs from 7.30am to 8.30am and is priced at £3 per day. An after-school provision runs from 3.15pm to 5pm and is priced at £7 per session. Places are described as limited and booked via the School Gateway app.

Extracurricular clubs vary by term, but the school lists examples that give a good sense of its practical flavour: Lego club, board games club, arts and crafts, forest school club, walking club, cooking club, and gardening club, plus externally-led multisports and dance. These choices make sense for a small primary. They prioritise hands-on activities that work across mixed ages and do not rely on huge numbers to be viable.

House culture is also more distinctive than many primaries. The federation has three houses, Arlington, Anvil, and Watermill, explicitly linked to arts venues and organisations. The Watermill connection is described as practical as well as aspirational, including participation in shared productions and support such as help with Christmas production lighting. Year 5 pupils can stand for election as Shadow House Captains, with Year 6 pupils taking the captain roles, which is a thoughtful leadership pipeline for a small school.

The federation publishes a detailed daily rhythm for the main site: drop-off from 8.30am, an official start at 8.50am, lunch sittings by phase, and collection at 3.15pm.

Families should also note the transport link between sites. A school bus is listed as travelling between the Chaddleworth and Shefford sites, with morning and afternoon timings published. This arrangement is central to how the federation makes two sites work without splitting the school community.

• Very small cohorts. This can be a strength for relationships and individual attention, but it also means fewer same-age peers. Ask how friendships are supported and how group dynamics are managed across mixed ages.

• Federation logistics. Education is organised around a main site, with the second site used for specialist activities and projects. For some families this is a positive model; others may prefer a single-site school day. Make sure you understand which days or activities use each site.

• Faith is integral. Collective worship and Christian values are central to how the school describes itself. Families should consider whether that aligns with what they want day-to-day.

• Wraparound places are limited. Breakfast Club and after-school provision are offered with published prices and times, but the school notes that places are limited. Families relying on wraparound should confirm availability early.

This is a small Church of England primary operating through a federation model that aims to combine intimacy with breadth. It will suit families who like the feel of a close village school, are comfortable with faith being visible in the school’s culture, and value practical enrichment such as forest school, cooking, and arts-linked house activities. Entry remains the main variable, so families should plan using the local authority timetable and verify arrangements for tours and wraparound early.