The Chadderton Preparatory School

This is an independent prep in Chadderton serving ages 2 to 11, with nursery provision and a primary exit point at the end of Year 6. Leadership is stable; the current headmistress is Mrs Caroline Greenwood, and official inspection documentation records her as having been in post since June 2014.

The most recent regulatory inspection (June 2024) concluded that the required Independent School Standards are met, and it also confirms that safeguarding is effective.

For families, the big headline is intent. This school presents itself as strongly oriented to senior school entry, including 11 plus preparation, while also putting a lot of emphasis on extended-day practicalities for working parents.

The overall positioning is purposeful and structured, with a “prep plus” tone that is more senior-school-facing than some small independent primaries. There is repeated emphasis on confidence, independence and readiness for the next stage, and the school explicitly frames Year 6 as the natural transition point into a chosen senior school after entrance assessments.

Nursery and early years content is woven into the wider school story rather than treated as a bolt-on. The nursery describes a keyworker-led approach and a staged transition into pre-prep, including shared reading, settling sessions and early familiarity with future classrooms and teachers. That matters for families who want continuity from age 2, but also want their child to feel known when the structure becomes more formal.

Pastoral language leans towards close adult knowledge of each child, which is consistent with a smaller setting. The most recent inspection evidence also supports a calm operational picture, with clear rules and consistent expectations.

Instead, the school’s own academic narrative centres on teacher assessment, standardised progress testing, and senior school readiness. The 11 plus message is prominent: there is a dedicated 11 plus provision page, and an 11 plus assessment day described for pupils in Years 3 to 5, with maths and English assessment plus parent feedback.

A useful external sense-check is the June 2024 regulatory inspection, which describes effective support for older pupils preparing for 11 plus assessments and interviews, alongside transition work with a range of secondary schools.

Curriculum messaging blends the national curriculum backbone with early language learning and specialist teaching. Policy documentation states that Spanish is taught from age three, with French introduced later (the timing varies slightly across the school’s public pages, but the policy is clear on Spanish from age three).

Specialist teaching appears in several places across the school’s material, including music, physical education, dance and swimming. For pupils, the implication is a timetable that is not just class-teacher generalism, even in the younger years. For parents, it often translates into breadth without having to rely solely on after-school add-ons.

One nuance from the latest inspection is about stretch at the top. For very able children, it is worth probing what extension looks like in practice, and how it differs by year group.

The school frames Year 6 as the main exit point, with the majority moving on to their chosen senior school following entrance exams.

A school document (2024 to 2025) lists examples of senior schools where Year 6 leavers achieved passes and offers, spanning both independent and high-performing state options. Named destinations include Bolton Grammar School, Bury Grammar School, Manchester High School for Girls, Manchester Grammar School, Oldham Hulme Grammar School, Rishworth School, Stockport Grammar School, The Crossley Heath School and Withington Girls' School, plus state options such as Crompton House Church of England Academy, North Chadderton School, Saddleworth School and The Blue Coat School.

The practical takeaway is that this is not a prep feeding to one linked senior school. The exit pattern described is “match the child to the right destination”, which suits families who want guidance across a mixed local market of independents, grammars and strong comprehensives.

Admissions are handled directly by the school rather than through local authority coordinated primary intake. An admissions policy document describes a first-come, first-served approach, with a maths and English assessment used at prep entry points to inform whether the school can meet the child’s needs and to guide registration decisions.

The school runs open days and nursery stay-and-play sessions through its published events calendar, so families should check the current events page and book early rather than relying on a dated event listing.

If you are comparing options and relying on wraparound logistics, it is sensible to treat availability as the moving target. The school’s own events and admissions pages should be checked for current Reception availability, so visiting early and understanding the registration steps matters.

As a planning tool, families often find it helpful to shortlist two or three realistic alternatives and track open events and deadlines alongside them. FindMySchool’s Saved Schools feature is useful for that kind of side-by-side organisation when you are juggling multiple entry points (nursery, pre-school, reception and occasional in-year moves).

Pastoral messaging focuses on close adult knowledge of pupils and an emphasis on children being heard. The pre-prep pastoral page highlights home-school relationships and a small setting where staff know pupils across the school.

On the regulatory side, safeguarding is clearly stated as effective in the June 2024 inspection evidence, with staff training and designated safeguarding responsibilities described as appropriately implemented.

Behaviour expectations appear structured in policy, and the latest inspection’s broader narrative supports an orderly climate where sanctions are rarely needed because rules are applied consistently.

The school publishes a fairly concrete co-curricular picture for a small setting, and it helps to focus on what is distinctive rather than the generic “clubs” headline.

A clear example is sport. The prep sports page names a “Champions League” football tournament as a highlight, alongside a mix of clubs and inter-house and inter-school competition, and it also references netball success in both a local league and an ISA regional tournament.

The enrichment page adds structure by naming specific clubs by day, including Art Club for pre-school and reception, and a STEM slot for Years 2 to 6.

Trips are also used as part of the offering, with the school describing a Year 6 London visit and a Barcelona trip to support Spanish studies, plus other history-focused travel. The value here is not the trip itself; it is the way trips are positioned as directly connected to curriculum and language learning.

For 2025 to 2026, published school charges list £3,238 per term for reception through Year 6.

Nursery and pre-school pricing is published by the school, but early years fees vary materially depending on hours and funding eligibility. For that reason, it is better to rely on the school’s own schedule and funding explanation rather than assume a single termly figure will apply to your child. Government-funded hours (15 or 30) are described as available for eligible families aged 2 to 4, with the funded entitlement delivered across term-time weeks.

Beyond tuition, the school also lists wraparound session charges, which can be relevant if you are comparing “headline” fees versus day-to-day running costs.

Daily timings are unusually clear for a school website in one respect. The prep “day in the life” page states that teachers collect pupils at 8:30am for registration.

Wraparound care is a central pillar. The school describes an extended day that can run from 7:30am to 6:00pm, and it also publicises a holiday club.

For nursery-aged children, the nursery pages describe opening across 50 weeks of the year with extended hours, and they also set out how funded childcare hours are structured during term time for eligible families.

Transport details are not set out as a full travel plan, but a practical clue appears in school news describing use of a school minibus for swimming lessons off-site. Families who need a precise travel routine should ask directly about drop-off, parking and any local transport patterns.

• Senior school pipeline is a key part of the proposition. Year 6 exit and 11 plus preparation are prominent themes. That suits some families, but it can feel early for those who prefer a less exam-oriented primary experience.

• Early years logistics matter. Nursery hours and funding structures are clearly described, but the practical fit depends on your working week and how funding interacts with the timetable. It is worth mapping your actual days and pickup windows before committing.

This is a small independent prep that presents itself as strongly focused on progression, senior school readiness and an organised extended day. It will suit families who want continuity from nursery to Year 6, value early language learning and specialist teaching, and like the idea of structured preparation for selective or competitive senior schools. The main decision point is fit: parents should be comfortable with the school’s explicit 11 plus orientation, and should sanity-check how stretch is delivered for very able pupils.