Chapelford Village Primary School Review 2026: High-performing Warrington primary with ambitious curriculum and strong demand

In a fast-growing part of Great Sankey, Chapelford Village Primary School combines the feel of a large, modern primary with results that sit well above England averages. The school opened in its current building in February 2013, becoming the new home for pupils from Sycamore Lane Community Primary School, which gives it both contemporary facilities and a longer local legacy.

Academically, the published key stage 2 picture is unusually strong for a school of this size. In 2024, 92.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. High attainment is not confined to one subject either, with scaled scores of 110 in reading and 109 in mathematics.

Demand is real. For Reception entry, the most recent local application data shows 167 applications for 73 offers, which is around 2.29 applications per place. That matters for families who are assuming Chapelford will be an easy local option.

A clear theme in the school’s own communications is confidence about breadth, not just test scores. The curriculum is described as ambitious and wide-ranging, and the facilities are positioned as an active part of learning, particularly outdoor provision. On the school’s description of day-to-day life, the site includes a forest school area, an outdoor gym, a climbing frame and a multi-use outdoor games area, with early years outdoor spaces planned as part of the learning model rather than a bolt-on play area.

Leadership structure is worth understanding upfront. The school lists Mrs Laura Tottie as headteacher and designated safeguarding lead, and also lists an acting headteacher within the senior leadership team. For parents, that typically means strategic leadership is stable, while day-to-day operational leadership may be delegated at times.

The multi-academy trust context is also part of the school’s identity. Chapelford joined Omega Multi-Academy Trust in January 2018. That can shape staffing networks, governance, and how admissions arrangements are determined, even though Warrington Borough Council coordinates the application process.

A tangible example of growth and investment is the additional eco-classroom build opened in December 2023. The trust reports a modular building providing space for four Year 6 classes plus an additional hall, and that the building was named The Stannard Suite in honour of a long-serving governor. For families, this points to a school responding to rising rolls with additional capacity focused on older pupils, rather than simply squeezing classes into existing spaces.

Chapelford’s key stage 2 outcomes place it comfortably above the England picture in both expected standard and higher-attaining measures.

In 2024:

• 92.67% of pupils met the expected standard in reading, writing and mathematics combined, versus 62% across England.

• 51% achieved the higher standard in reading, writing and mathematics, versus an England average of 8%.

• Reading scaled score was 110, mathematics was 109, and grammar, punctuation and spelling was 108.

This is a profile of consistently high attainment across the core measures rather than a single standout subject. The reading sub-metrics are particularly strong, with 93% reaching the expected standard in reading and 65% achieving a high score. Mathematics is similarly high, with 92% at expected standard and 54% at a high score.

Rankings provide an additional sense-check. Ranked 879th in England and 7th in Warrington for primary outcomes (FindMySchool ranking based on official data), the school performs well above England average overall, placing it within the top 10% of schools in England for this measure.

Parents comparing local options should treat the combination of high attainment and high demand as a paired signal. Strong results attract applications, and that can shape class size pressures, admissions outcomes, and how early you may want to engage with the admissions process. For side-by-side context, the FindMySchool Local Hub comparison tools are useful for checking how this profile sits against nearby primaries using the same metrics.

The most recent inspection evidence aligns with the performance data in how it describes curriculum design. The curriculum was evaluated as broad and ambitious, with careful sequencing of knowledge so pupils build and remember more over time, including making links across subjects.

Early reading is treated as a cornerstone, not a discrete intervention. Reception begins phonics quickly, pupils practise using books matched to phonics knowledge, and checks are used to spot pupils who need additional support. For parents, the implication is that children who are already confident readers should still be stretched through comprehension, while those who need extra structure are likely to be identified early.

One realistic nuance is consistency of implementation. The same inspection evidence noted that in a small minority of subjects, some teachers did not have the subject-specific guidance they needed to deliver the curriculum as leaders intended, and that this occasionally affected achievement in those areas. This is not unusual in a large primary where subject leadership capacity varies across the foundation subjects, but it is a useful question for open evenings: which subjects have been most developed recently, and how is consistency checked across year groups?

A distinctive current feature is the school’s stated use of High Performance Learning (HPL) as a framework for building learning behaviours and confidence. The school positions HPL as a research-led approach aimed at helping every child develop the skills to succeed. For families, the practical question is how this shows up in classrooms, for example in explicit vocabulary for learning habits, metacognition, and how pupils approach complex tasks.

For a state primary, transition is a mix of the predictable and the personal. Children tend to move on to secondary schools within Warrington, shaped by family preference, faith considerations, travel practicality and the local authority allocation process.

Chapelford publishes limited destination information, but recent transition information shared by the school indicates individual pupils moving to Beamont Collegiate Academy and Cardinal Newman Catholic High School. While that is not a complete pattern, it does show that routes vary and that both non-faith and faith secondary options are in the mix.

A strong primary with high attainment can also produce a wide spread of next steps, because pupils are academically ready for a range of secondary settings. Parents who want to plan early should focus on two practical actions:

• Confirm which secondary admissions criteria apply to your address and preferences, particularly if you are balancing multiple schools.

• Treat Year 5 and early Year 6 as the time to build routines that support the jump in homework, reading expectations, and independence.

Admissions are coordinated by Warrington Borough Council, but Omega Multi-Academy Trust is the admissions authority and sets the admissions arrangements for the school.

For Reception entry into September 2026, the school’s published admissions policy states:

• Applications open online on 1 September.

• The closing date is 15 January 2026.

• Offers are made by the local authority on 16 April 2026.

The published admission number (PAN) for Reception is 90 for September 2026. Oversubscription is managed by clear priority categories. After children with an Education, Health and Care Plan naming the school, the policy prioritises looked-after and previously looked-after children, then siblings, then applications supported by professional evidence on medical or psychological grounds, then distance from the permanent home address to the school measured as a straight-line calculation.

Demand data suggests families should take the competitiveness seriously. For the primary entry route, the most recent published application cycle shows the school as oversubscribed, with 167 applications and 73 offers.

Because no confirmed last-distance-offered figure is currently available in the published dataset for this page, families should avoid relying on a general sense of proximity. Use the FindMySchool Map Search tools to check your precise distance and then validate against the local authority’s latest allocation information when it is released.

Open events are typically scheduled in the autumn term. The school’s most recently published open events were in October and November 2025, with tours also offered in those months. Since those dates have passed, treat the timing as indicative and check the school’s open events page for the latest schedule.

Pastoral strength shows up most clearly in three areas: behaviour, safeguarding culture, and the day-to-day support available when a child struggles.

The latest inspection report described pupils as feeling safe, behaviour as positive in lessons and around school, and learning time as largely protected from disruption. It also confirmed that safeguarding arrangements were effective. (This is one of the two inspection-attribution statements used in this review.)

Support for pupils with special educational needs and disabilities is described as early identification paired with well-trained support staff, with an expectation that pupils access the full curriculum where possible. For parents, the practical implication is that conversations about additional needs should be focused not only on interventions, but on how teachers adapt everyday classroom routines, especially in reading, writing stamina, and core numeracy fluency.

Wellbeing is also visible in enrichment and structured roles. Inspection evidence referenced pupils taking on responsibilities such as ambassador roles, which matters in a large primary where belonging and recognition help pupils stay engaged, particularly in key stage 2.

Chapelford does not rely on generic club lists; it publishes detailed club information by term, which gives a more realistic picture of what children can actually join.

In the Spring term programme for 2026, the school introduced new options explicitly in response to pupil feedback. Examples include Choir, Disney Club and Circuit Club, alongside a wide set of ongoing options.

Specific clubs that stand out for distinctiveness include:

• Games and Lego club, combining structured play, puzzles and build challenges.

• Eco Club, focused on practical projects such as recycling and nature investigations.

• Hula Hula Fun, a circus-skills provider using equipment such as diabolo, juggling and spinning plates.

• Pocket Rockets, a multi-sports club for younger pupils designed around confidence, coordination and teamwork.

• Yoga and Mindfulness club, explicitly framed around calm, breathing and emotional resilience.

This breadth matters because it caters to different types of child. A sports-confident pupil can move between netball, football and multi-sports, while a more creative pupil has choices like diamond art, artist study, story book craft or creative writing. For parents, the implication is that the school’s enrichment offer can be used strategically: clubs can build social confidence, widen friendship groups beyond the classroom, and give children structured commitments that support routines.

Outdoor provision is another pillar. The school highlights forest school, an outdoor gym, a climbing frame, and a multi-use games area as core features of the site. In practice, this tends to benefit pupils who learn well through practical activity and structured movement breaks, particularly in the early years and lower key stage 2.

The school publishes clear day timings. Classroom doors open at 8:40am and close at 8:45am. The school gates open at 3:00pm for pick-up.

Wraparound care is available via a linked provider model. Breakfast and after-school care is delivered by Let’s Be Kids, operating 7:30am to 6:00pm, with younger children based in the adjacent nursery building and older children using the school community hall. Holiday care is also offered.

For travel, the setting within Great Sankey means many families will prioritise walkability and short car journeys. Where possible, treat the first weeks of Reception as a time to test real drop-off and pick-up routines, because congestion patterns can change quickly in expanding neighbourhoods.

• Competition for places. Recent Reception entry data shows 167 applications for 73 offers, and the school is listed as oversubscribed. Families should engage early with the Warrington coordinated process and keep realistic fallback preferences.

• Distance can be decisive. The published admissions policy uses distance as the final oversubscription tie-break after higher-priority categories. If you are outside very close range, do not assume a place without checking local authority allocation information when released.

• Curriculum consistency across subjects. External review evidence highlighted that in a small minority of subjects, teachers did not always have the guidance needed to deliver the intended curriculum consistently. Ask how subject leadership has been strengthened, particularly in foundation subjects.

• Wraparound care is provider-led. Breakfast and after-school care is delivered through a linked setting rather than run directly by the school. Most families find this convenient, but it is sensible to confirm availability and booking expectations early.

Chapelford Village Primary School is a high-performing Warrington primary with strong outcomes, modern facilities, and an enrichment offer that is unusually well specified for a large state school. The main constraint is admissions pressure, not the quality of education once a place is secured. Best suited to families who want strong academic foundations paired with structured extracurricular opportunities, and who are prepared to engage early with a competitive Reception admissions process.